Assessing the expanded core curriculum for learners with visual impairments in special schools
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Authors
Simalalo, Magdalene
Issue Date
2017-04
Type
Thesis
Language
en
Keywords
Expanded core curriculum , Visual impairment , Core curriculum , Inclusion , Special educational needs , Social inclusion , Disability , Blind , Low vision
Alternative Title
Abstract
This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub – Saharan Africa.
A qualitative case study was used. The main instruments in data collection were face-to-face interviews, a focus group discussion, questionnaire and documents. Data was collected from 28 learners with visual impairments from Grade 5 to 12, 22 teachers from 3 selected special schools; 10 university students, 1 lecturer at university level; 2 college lecturers and 2 curriculum specialists. All the participants were sampled using the purposive sampling procedure.
The study found that ECC was taught in segmented patterns without a curriculum guide and learners did not learn all the skills. Methodologies used in teacher training and at school level were inadequate. The main challenges were lack of clear curriculum on ECC, lack of time allocated for teaching ECC, non-availability of teaching and learning resources. The strategies to improve delivery of ECC included formulation of clear ECC and improvement in personnel preparation.
The findings offer insight into the kind of ECC skills offered in schools and the challenges that hinder the full teaching of skills. In order to improve skills delivery, all stakeholders: teachers, trainers, curriculum specialists and parents, should collaborate.
Description
Citation
Simalalo, Magdalene (2017) Assessing the expanded core curriculum for learners with visual impairments in special schools, University of South Africa, Pretoria, <http://hdl.handle.net/10500/23486>