Uitkomsgebaseerde onderwys vir leerders met verstandelik erg-gestremdheid

[摘要] 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 andaccording to the same curriculum, namely the National Curriculum StatementGrades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevantand effective in the teaching of learners with a severe intellectual disability, it isimportant to evaluate the curriculum and to adapt it if necessary.Learners with a severe intellectual disability form a distinctive educational communitymarked by their high need for continuous support, specific educational strategies andappropriate learning content. In the past, these learners received their educationoutside the mainstream of education according to an own, appropriate curriculum.However, since 2004 they have been required to receive their education according tothe National Curriculum Statement Grades R to 9 (Schools).The aim of this research was to establish the effectiveness and relevance of theNational Curriculum Statement Grades R to 9 (Schools) in the education of learnerswith a severe intellectual disability. A mixed-method research design, which includeda 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 onthe curriculum by learners with a severe intellectual disability, their parents, thecommunity, and the work community. The demands that educators make on thecurriculum were determined by means of an empirical survey. This survey revealedthat outcomes-based education is not generally implemented in the 21 schoolsincluded in this study. These findings formed the basis on which curriculumevaluation criteria were developed and according to which the National CurriculumStatement Grades R to 9 (Schools) was evaluated.By applying these criteria it was established that in some instances the NationalCurriculum Statement Grades R to 9 (Schools) does not comply with the demands ofthe determinants. The deduction could however be made that the NationalCurriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-infeatures to be effective and relevant for learners with a severe intellectual disability.Recommendations were made on how best to make the necessary adaptations.

[发布机构] Stellenbosch University