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.
