Kurrikulumontwikkeling in spesiale sekondere skole vir verstandelik gestremde leerlinge in Kaapland

[摘要] ENGLISH SUMMARY: On the supposition that education should also be possible for the handicapped, it appears asconsequence of the study of relevant literature, dealing specifically with the mentally handicappedlearner, that responsible teacher involvement in curriculum development is expedient and shouldbe aimed at. The implication here is that there should be knowledgeability and expertise withregard to the curriculum theory and practice to promote meaningful teacher involvement incurriculum development. This can also be to the advantage of the development of the school aswell as the professional growth of the teachers.Curriculum development is an intricate, continuous process which progresses systematicallyaccording to a rigid plan. Therefore relevant concepts and representative phases of design,dissemination, implementation and evaluation are elucidated and stressed. This theoretic result ofcurriculum development is associated with the important action of the curricular practice later inthis study.The organisational practice of curriculum development is included in models for a curriculardesign and are described in consequence of the similarities which are found in the structures ofleading models for a design. The situation-analysis, selection of aims and objectives, selectionand ordering of contents, selection and ordering of study opportunities and evaluation arehighlighted and described.In view of the fact that curriculum development forms part of the educational process, the highest. measure of teacher involvement is essential. Active involvement implies that various instancesand persons on specific hierarchical levels should be involved with this action and supportivestructures should be developed to initiate involvement and participation on relevant curricularlevels. With regard to the structural syllabus development for special schools for the mentallyhandicapped and the practice formation of the curricula in these schools, the structural networkfor curricular practice is highlighted and discussed. The role which institutions and personsinvolved with regard to curriculum development in special education for mentally handicappedfulfil, is being investigated.With reference to the theoretical circumscription of curricular procedures and the examination ofpossible teacher participation within the curricular practice, the present level of teacherknowledgeability and expertise and the quality of teacher involvement and teacher participationwith regard to subject curriculum in special education are investigated empirically and findingsare formulated. A possible concept program for continuous or in-service training of the teachingstaff with regard to curriculum knowledge and curriculum expertise develops from this.This study is concluded with a summary and a number of findings which have been based on theoutcome of the study and from which possible recommendations follow.

[发布机构] Stellenbosch University