Experiences of teachers in the implementation of a special school curriculum and barriers learners face in Vhembe District, Limpopo Province, South Africa: towards an intervention strategy

Abstract

The study investigated the participation of teachers in the implementation of the special school curricula and barriers learners face in Vhembe District Special Schools. Qualitative research design was adopted wherein nine (9) teachers and seven (7) departmental heads were interviewed from schools A to E. Class observation, consulted official documents to support the implementation of special school curricula, school profile instrument and structured interviews were used to gather information. Analysis of information was performed through narrative and thematic content analysis. The study discovered that roles of teachers and departmental heads varied in terms of implementing curricula. There is a lack of comprehensive training towards empowering departmental heads and teachers in special schools. The results revealed that there are many barriers that prevent learners from learning effectively in the classroom settings. Some of the barriers range from learners’ conditions to teachers and language issues. Furthermore, there are limitations that are hindering the execution of special school curricula such as lack of resources and insufficient workshops. The research discovered that it is crucial to involve teachers in curriculum development and design as it encourages them to cultivate self-identification in the process of implementing such a programme. The study proposed that collaborative approach is key in combating barriers experienced by special schools. Research recommends that the DoE should conduct comprehensive training as a way of empowering the participants in the accomplishment of the special schools’ curricula. Findings proposed that adequate facilities and resources be provided as prerequisites for the successful operation of special school curricula. Furthermore, special schools should build partnerships with parents and develop mutual responsibility to successfully meet special needs learners in the educational system. The educational structures should involve teachers and departmental heads in curriculum development and design. All special schools may be encouraged and be motivated to start a support team. The SBST must help in training teachers and solve problems that teachers and learners experience in their schools. Special schools may be encouraged to establish reading and writing programmes. Based on challenges and gaps identified in this study, a Curriculum Implementation Model for Special Schools was developed.