A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province
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Authors
Msipha, Zenzile
Issue Date
2013-11
Type
Dissertation
Language
en
Keywords
Inclusive education , Mild intellectual disability , Screening , Identification , Assessment and support (SIAS) strategy , Mathematics , National curriculum adaptation , Foundations For Learning (FFL) , National Curriculum Statement (NCS) , Curriculum Assessment Policy Statements (CAPS) , Foundation phase , Disadvantaged village
Alternative Title
Abstract
Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team.
Description
Citation
Msipha, Zenzile (2013) A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/13757>