A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province
| Autor: | Msipha, Zenzile |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: |
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 372.7096827 Study and teaching (Primary) South Africa Mpumalanga Case studies Children with mental disabilities Education (Primary) Curricula South Africa – Mpumalanga Curriculum planning Poor children Rural children |
| Druh dokumentu: | Dissertation |
| Popis: | 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. Inclusive Education M. Ed. (Inclusive Education) |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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