Premium
Teachers' understandings of curriculum adaptations for learners with learning difficulties in primary schools in B otswana: issues and challenges of inclusive education
Author(s) -
OtukileMongwaketse Mpho,
Mangope Boitumelo,
Kuyini Ahmed Bawa
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12069
Subject(s) - curriculum , remedial education , inclusion (mineral) , mathematics education , qualitative research , pedagogy , focus group , primary education , psychology , school teachers , sociology , anthropology , social psychology , social science
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.