Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Since 2001 an inclusive approach is being followed in education in South Africa.
According to this approach all learners must be taught in one education system and
according to the same curriculum, namely the National Curriculum Statement
Grades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevant
and effective in the teaching of learners with a severe intellectual disability, it is
important to evaluate the curriculum and to adapt it if necessary.
Learners with a severe intellectual disability form a distinctive educational community
marked by their high need for continuous support, specific educational strategies and
appropriate learning content. In the past, these learners received their education
outside the mainstream of education according to an own, appropriate curriculum.
However, since 2004 they have been required to receive their education according to
the National Curriculum Statement Grades R to 9 (Schools).
The aim of this research was to establish the effectiveness and relevance of the
National Curriculum Statement Grades R to 9 (Schools) in the education of learners
with a severe intellectual disability. A mixed-method research design, which included
a literature survey, an empirical, as well as focus group interviews, was applied.
By means of the literature survey, the demands were determined that are made on
the curriculum by learners with a severe intellectual disability, their parents, the
community, and the work community. The demands that educators make on the
curriculum were determined by means of an empirical survey. This survey revealed
that outcomes-based education is not generally implemented in the 21 schools
included in this study. These findings formed the basis on which curriculum
evaluation criteria were developed and according to which the National Curriculum
Statement Grades R to 9 (Schools) was evaluated.
By applying these criteria it was established that in some instances the National
Curriculum Statement Grades R to 9 (Schools) does not comply with the demands of
the determinants. The deduction could however be made that the National
Curriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-in
features to be effective and relevant for learners with a severe intellectual disability.
Recommendations were made on how best to make the necessary adaptations. / AFRIKAANSE OPSOMMING: In Suid-Afrika word sedert 2001 'n meer inklusiewe benadering tot onderrig gevolg.
Hiervolgens moet alle leerders binne een onderwysstelsel volgens een kurrikulum,
naamlik die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole), onderrig word.
Ten einde te verseker dat hierdie uitkomsgebaseerde kurrikulum relevant en
doeltreffend is in die onderrig van leerders met verstandelik erg-gestremdheid is dit
noodsaaklik om die kurrikulum te evalueer en dienooreenkomstig die bevindinge aan
te pas, indien nodig.
Leerders met verstandelik erg-gestremdheid vorm vanweë hul intellektuele
vermoëns 'n duidelik herkenbare onderwysgemeenskap wat gekenmerk word deur
hul behoefte aan deurlopende ondersteuning, spesifieke onderrigstrategieë en
toepaslike leerinhoude. In die verlede het hul onderrig buite die hoofstroomonderwys
geskied aan die hand van 'n eie, toepaslike kurrikulum, maar sedert 2004 moet hul
onderrig ook volgens die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole)
geskied.
Die doel van hierdie navorsing was om die doeltreffendheid en relevansie van die
Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) vir leerders met verstandelik
erg-gestremdheid te bepaal. 'n Gemengde-navorsingsmetode-ontwerp wat 'n
literatuuroorsig, 'n meningsopname asook fokusgroep-onderhoude ingesluit het, is
gevolg.
By wyse van die literatuurondersoek is die eise bepaal wat leerders met verstandelik
erg-gestremdheid, hul ouers, die gemeenskap, en die werkgemeenskap aan die
kurrikulum vir leerders met verstandelik erg-gestremdheid stel. Die eise wat
opvoeders stel is deur middel van 'n empiriese ondersoek bepaal en dui aan dat
uitkomsgebaseerde onderrig nie algemeen aangewend word in die 21 skole in die
ondersoek nie. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria
ontwikkel waarmee die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole)
geëvalueer is.
By die toepassing van die kriteria is gevind dat die Nasionale Kurrikulumverklaring
Graad R tot 9 (Skole) in sekere opsigte nie behoorlik aan die eise van die
determinante voldoen nie. Die gevolgtrekking is gemaak dat die Nasionale
Kurrikulumverklaring Graad R tot 9 (Skole) egter genoeg aanpasbaarheidselemente
het om doeltreffend en relevant te wees vir leerders met verstandelik erggestremdheid.
Aanbevelings is gedoen oor hoe die aanpassings gemaak kan word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/17746 |
| Date | 12 1900 |
| Creators | Dorfling, Pieter Stephanus |
| Contributors | Engelbrecht, P., Theron, M.J., Stellenbosch University. Faculty of Education. Dept. of Specialising Education. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 345 leaves : ill. |
| Rights | Stellenbosch University |
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