A curriculum perspective for special needs learners : a case study focusing on empowering special needs learners

Abstract

Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning.