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ERIC Number: EJ1105978
Record Type: Journal
Publication Date: 2016-Jul
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-1471-3802
Teachers' Understandings of Curriculum Adaptations for Learners with Learning Difficulties in Primary Schools in Botswana: Issues and Challenges of Inclusive Education
Otukile-Mongwaketse, Mpho; Mangope, Boitumelo; Kuyini, Ahmed Bawa
Journal of Research in Special Educational Needs, v16 n3 p169-177 Jul 2016
This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during the teaching and learning processes. Interviews with 12 teachers and classroom observations were conducted in six primary schools in urban, semi-urban and rural areas. The data was analysed using qualitative procedures, and results of the study revealed that teachers' understanding of curriculum adaptations seemed embedded within the concept of remedial education where learners with LD are assisted outside the scheduled time of the lesson. The results also showed that teachers' main focus on completing the set curriculum in preparation for examinations compromised curriculum access of learners with LD in general education classrooms.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana