Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou,
is di t noodsaaklik om die kurrikulum gereeld te evalueer en
dienooreenkomstig die bevindinge aan te pas, indien nodig.
Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige
kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat
primer verstandelik matig gestrem is. Om verskeie redes,
waarvan die belangrikste is, dat die meerderheid leerders wat
hulle tans in spesiale skole bevind nie verstandelik matig
gestremd is nie, word die werklike doeltreffendheid en
relevansie van hierdie kurrikulum bevraagteken.
Die doel van hierdie navorsing was derhalwe om die doeltreffendheid
en relevansie van die kernkurrikulum wat vir die
meerderheid spesiale skole in Suid-Afrika van toepassing is,
te bepaal.
'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel
te ontwikkel aan die hand waarvan kurrikulumevalueerders
'n kurrikulum vanuit 'n literatuurperspektief
sou kon evalueer.
Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek
onderneem na die grondslae en komponente van 'n
kurrikulum. Op grond van die navorsingsresultate is die
kurrikulumevalueringsmodel ontwikkel.
Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van
'n li teratuur- en dokumentasie-ondersoek is bepaal wat die
eise is wat spesialeskoolleerders en die gemeenskap aan die
kernkurrikulum vir spesiale skole stel. Aan die hand van
hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel
waarmee die kernkurrikulum vir spesiale skole toe geevalueer
is. By die toepassing van hierdie kriteria is gevind dat die
kernkurrikulum vir spesiale skole in vele opsigte nie
behoorlik aan die eise van die leerders en die gemeenskap
voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat
die kernkurrikulum vir spesiale skole oor die algemeen nie
doel treffend en relevant genoeg is nie. Aanbevelings is
gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend
en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates
regular curriculum evaluation and adjustment in concurrence
with the evaluation results.
Special schools in South Africa have at their disposal their
own ยท peculiar curriculum which was developed mainly for
learners who are primarily mildly mentally disabled. For
various reasons, the most important of which is that the
majority of learners currently in special schools are not
mildly mentally disadvantaged, the relevancy and effectiveness
of this curriculum are questioned.
The primary aim of this research was therefore to determine if
the core curriculum for special education, which is applicable
to the majority of special schools in South Africa, is
relevant and effective.
A secondary aim of this investigation was to develop a model
for curriculum evaluation by means of which curriculum
evaluators would be able to evaluate a curriculum from a
literature perspective.
With a view to founding this research theoretically, literature
research was conducted into the foundations and components
of the curriculum. On the basis of the research findings,
the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means
of the research, were the learner and the community. By means
of an investigation of literature and other relevant documentation,
the demands made on the curriculum by the learner and
the community, were determined. On the basis of these
findings, criteria were developed by means of which the core
curriculum for special schools was then assessed. When the above criteria were applied, it was found that in
many respects the core curriculum for special schools did not
completely comply with the demands of the learners and the
community. The conclusion could therefore be drawn that the
core curriculum for special schools are in general not
effective and relevant enough. Proposals were made on how the
core curriculum could possibly be made more effective and
relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/16194 |
| Date | 11 1900 |
| Creators | Theron, Matthiam Jacobus |
| Contributors | Dreckmeyr, M. (Marthinus), 1943-, Derbyshire, Elizabeth Johanna |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (vi, 228 leaves) |
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