Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District

Adewumi, Toyin Mary; Rembe, Symphorosa; Shumba, Jenny; Akinyemi, Adeola Folasade

doi:10.4102/ajod.v6i0.377

Cited by 7 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, the placement of participants’ desks, which put them out of proximity of their teachers, seemed to reduce engagement with them. This is noteworthy as modifications and adaptations in the general education classroom to suit the diverse and unique learning needs and styles of each learner are the underlying principle of inclusive education (Adewumi et al 2014). Generally, teacher and student interaction in school settings across developing countries is low because of large classroom sizes, low wages and the lack of adequate resources and services (Masino & Niño-Zarazúa 2016).…”

Section: Discussionmentioning

confidence: 99%

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019

View full text Add to dashboard Cite

Background: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants.Objectives: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana.Method: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged.Results: Children’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning.Conclusion: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.

show abstract

Section: Discussionmentioning

confidence: 99%

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019

View full text Add to dashboard Cite

show abstract

“…In South Africa, Adewumi et al (2017) conducted a study on the adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District. The study established that teachers used different teaching approaches, and dedicated their time to curriculum adaptation within a multigrade teaching environment.…”

Section: Nature Of Curriculum Adaptationmentioning

confidence: 99%

Teachers’ Understanding of Curriculum Adaptation for Learners With Moderate Intellectual Disability in Zambia

Kandimba¹,

Mandyata

Simalalo

2023

EJSE

View full text Add to dashboard Cite

In recent years, curriculum adaptation in education has received consideration attention, as reflected in the viewpoints and guidelines in policies and practice in education. It is believed to have the potential of providing opportunities to learners to access quality education. Curriculum adaptation itself, involves differentiation in learning content and instructions, aimed at aiding learners learning. The study explored teachers’ understanding of curriculum adaptation involving learners with moderate intellectual disabilities in Zambian primary schools. An interpretive phenomenological design supported by qualitative approaches was used. The sample size involved 15 special education teachers. An expert purposive sampling technique was used in to select participants. Data was collected using an in-depth interview guide. Qualitative data were analyzed thematically. The study revealed mixed views on teachers’ knowledge on curriculum adaptation. While some teachers limited understanding to just modifying content, others saw adaptation beyond adapting subject content. They believed adaptation to include; adjusting instructional strategies, learning resources, and learning environment as well as collaboration with other stakeholders such as parents and relevant professionals to make learners learn. The study also, revealed that although some teachers did not quite comprehend it, those who did so, showed understanding through the ability to: modify instructional strategies; adjust learning materials; simplify learning content and adjusted the learning environment and provision of extra time for learning and assessment time learners learn. Teachers’ understanding, however, was punctuated by several gaps: ill-preparedness of teachers, long periods of class preparation, limited base resources for adaptation and unwillingness of stakeholders to participate. The study recommends, upgrading teachers’ understanding and skills on curriculum adaptation practices through in-house training. Article visualizations:<img src="/-counters-/edu_01/0099/a.php" alt="Hit counter" />

show abstract

“…In the study of Adewumi et al (2017), it was discovered that due to the size of the classrooms and a lack of training, some teachers were not modifying the curriculum to fit the requirements of all students. This result runs counter to the rights-based approach, which contends that curriculum modifications are necessary to accommodate students with special needs (Polat 2011; Tomaevski 2004, as cited by Adewumi et al, 2017). Given that societal issues and requirements are constantly changing, curricula should be flexible and adaptable.…”

Section: Curriculum Modificationsmentioning

confidence: 99%

“…Given that societal issues and requirements are constantly changing, curricula should be flexible and adaptable. Instead of having students fit into the curriculum, the rights-based approach considers generating suitable curricular changes to align with learners' requirements (Polat 2011; Tomaevski 2004, as cited by Adewumi et al, 2017). The strategy emphasizes how teachers can treat SEN and accommodate diversity.…”

Section: Curriculum Modificationsmentioning

confidence: 99%

Examining the Extent of Implementation of Inclusive Education and Teachers' Essential Practices in Handling Learners With Special Educational Needs

D. TUNDAAN

2023

IJRP

View full text Add to dashboard Cite

This research examined the implementation of inclusive education and teachers' essential practices in handling LSENs in selected schools within the Division of Island Garden City of Samal, Davao del Norte. The descriptive research method was employed with 50 teachers as respondents of the study. Frequency, percentage, mean, standard deviation, and Analysis of Variance (ANOVA) were some of the statistical tools used in the treatment of data gathered. Findings revealed that on the level of implementation of inclusive education, respondents perceived this as Moderately implemented. On essential practices of teachers in handling learners with special needs, respondents manifested Always Practiced on Curriculum, instruction, and support, and Professional development, while Moderately Practiced on assessment, family-school relationship, and school leadership. On the Significant difference in their perception on the level of implementation of inclusive education in teaching LSENs when grouped according to respondents' profile, findings revealed no significant differences between the perceived level of implementation of respondents when grouped according to their profile except on specialization and trainings and seminars attended. In conclusion, the implementation of inclusive education having been Moderately implemented still needs improvement to create an inclusive educational system that fully meets the needs of learners with disabilities. The identified challenges underscore the need for targeted interventions, including resource allocation, professional development, and strengthening communication and collaboration between schools and parents. Based on the findings, an action plan was crafted and is recommended for implementation.

show abstract

Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District

Cited by 7 publications

References 13 publications

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

Teachers’ Understanding of Curriculum Adaptation for Learners With Moderate Intellectual Disability in Zambia

Examining the Extent of Implementation of Inclusive Education and Teachers' Essential Practices in Handling Learners With Special Educational Needs

Contact Info

Product

Resources

About