CURRICULUM ADAPTATIONS FOR LEARNERS WITH LEARNING IMPAIRMENTS IN THE FOUNDATION PHASE

Abstract

This study reports the findings of the doctoral studies on curriculum adaptations for learners with learning impairments. The researchers conducted a phenomenological study to examine how teachers apply curriculum adaptations for learners with learning impairments in the Foundation Phase through their teaching experience. The sample consisted of 20 Foundation Phase teachers and 22 learners. The authors Interviewed 20 teachers and observed interactions between teachers and learners as well as between learners. The findings suggested that although most teachers (18) claimed that they adapted the product, they in fact only adapted time and activities. The researchers recommends in-service training for teachers by Learning Support Advisors (LSAs) and Subject Advisors (SAs) on how to adapt curricula to the needs of learners with learning impairments in the Foundation Phase. The researchers designed a model on how Foundation Phase teachers could adapt the curriculum for learners with learning impairments in the Foundation Phase.