Teachers' Understandings of Curriculum Adaptations for Learners with Learning Difficulties in Primary Schools in Botswana: Issues and Challenges of Inclusive Education

Autor/inn/en	Otukile-Mongwaketse, Mpho; Mangope, Boitumelo; Kuyini, Ahmed Bawa
Titel	Teachers' Understandings of Curriculum Adaptations for Learners with Learning Difficulties in Primary Schools in Botswana: Issues and Challenges of Inclusive Education
Quelle	In: Journal of Research in Special Educational Needs, 16 (2016) 3, S.169-177 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12069
Schlagwörter	Foreign Countries; Elementary School Teachers; Learning Problems; Learning Disabilities; Inclusion; Teacher Role; Teacher Competencies; Elementary School Curriculum; Observation; Interviews; Qualitative Research; Curriculum Development; Remedial Instruction; Botswana + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernproblem; Learning handicap; Lernbehinderung; Inklusion; Lehrerrolle; Lehrkunst; Beobachtung; Interviewing; Interviewtechnik; Qualitative Forschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Förderkurs
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01