Foundation phase teachers’ experiences of teaching mathematics and home language using the Curriculum and Assessment Policy Statement at one Gauteng special school

Abstract

In South Africa, special schools form an integral part of public basic education that is underpinned by an inclusive education philosophy and approach (at least in policy). Given the inclusive education context, some special schools in South Africa currently teach the mainstream curriculum, known as the Curriculum and Assessment Policy Statements (CAPS) in the academic stream. This study explored the experiences of Foundation Phase teachers teaching CAPS in Home Language and Mathematics in the academic stream at one special school. This study was underpinned by inclusive education philosophy as the theoretical framework. A qualitative approach with Phenomenology as the research design guided the research process. Data were gathered from a purposively selected sample of Foundation Phase teachers by means of semi-structured individual telephonic interviews and through the analysis of relevant documents. The study’s findings report on participants’ qualifications and experiences teaching in a special school environment. Most participants were not in favour of CAPS implementation in the academic stream of the special school for various reasons. They therefore advocated for a revised curriculum appropriate for LSEN leaners. Despite the many challenges experienced in the implementation of CAPS, participants attempted to implement the curriculum in an inclusive manner by trying to adapt the curriculum content and the pace of the curriculum to be more appropriate for the LSEN learners. Analysis of the lesson plans however indicated a lack of planning for curriculum adaptations. The findings suggest that the participants did not seem to have deep insight into IE polices and other official documents to inform their teaching within an IE approach. Although the participants relied on internal and external support systems, the support mechanisms were limited, thus hindering the implementation of inclusive practices. Participants mentioned that support could be enhanced by them receiving appropriate in-service training on addressing the various barriers to learning. They also advocated for more resources and funding to enhance teaching and learning which should have been funded by the State as explicitly stated in the IE policy documents that were analysed. Therefore, a significant finding of the study was the apparent gap between IE policy and practice.