| dc.contributor.author |
Mathoni, TJ |
|
| dc.date.accessioned |
2024-06-12T09:45:30Z |
|
| dc.date.available |
2024-06-12T09:45:30Z |
|
| dc.date.issued |
2024-06-12 |
|
| dc.identifier.uri |
http://hdl.handle.net/123456789/1565 |
|
| dc.description |
Thesis |
en_US |
| dc.description.abstract |
The study investigated the participation of teachers in the implementation of the special
school curricula and barriers learners face in Vhembe District Special Schools. Qualitative
research design was adopted wherein nine (9) teachers and seven (7) departmental
heads were interviewed from schools A to E. Class observation, consulted official
documents to support the implementation of special school curricula, school profile
instrument and structured interviews were used to gather information. Analysis of
information was performed through narrative and thematic content analysis.
The study discovered that roles of teachers and departmental heads varied in terms of
implementing curricula. There is a lack of comprehensive training towards empowering
departmental heads and teachers in special schools. The results revealed that there are
many barriers that prevent learners from learning effectively in the classroom settings.
Some of the barriers range from learners’ conditions to teachers and language issues.
Furthermore, there are limitations that are hindering the execution of special school
curricula such as lack of resources and insufficient workshops. The research discovered
that it is crucial to involve teachers in curriculum development and design as it encourages
them to cultivate self-identification in the process of implementing such a programme.
The study proposed that collaborative approach is key in combating barriers experienced
by special schools. Research recommends that the DoE should conduct comprehensive
training as a way of empowering the participants in the accomplishment of the special
schools’ curricula. Findings proposed that adequate facilities and resources be provided
as prerequisites for the successful operation of special school curricula. Furthermore,
special schools should build partnerships with parents and develop mutual responsibility
to successfully meet special needs learners in the educational system.
The educational structures should involve teachers and departmental heads in curriculum
development and design. All special schools may be encouraged and be motivated to
start a support team. The SBST must help in training teachers and solve problems that
teachers and learners experience in their schools. Special schools may be encouraged
to establish reading and writing programmes. Based on challenges and gaps identified in
this study, a Curriculum Implementation Model for Special Schools was developed. |
en_US |
| dc.language.iso |
en_US |
en_US |
| dc.subject |
Inclusive Education |
en_US |
| dc.subject |
Special Education |
en_US |
| dc.subject |
Special School |
en_US |
| dc.subject |
Curriculum |
en_US |
| dc.subject |
Learning Barriers |
en_US |
| dc.subject |
Intervention and Learners with Learning difficulties |
en_US |
| dc.title |
Experiences of teachers in the implementation of a special school curriculum and barriers learners face in Vhembe District, Limpopo Province, South Africa: Towards an intervention strategy |
en_US |
| dc.type |
Thesis |
en_US |