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Curriculum Adaptation for Inclusion in Teaching and Learning

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Inclusion in Southern African Education

Part of the book series: Sustainable Development Goals Series ((SDGS))

Abstract

The democratisation of the South African curriculum after 1994, from the Outcomes-Based Education (OBE) to the Curriculum and Assessment Policy Statement (CAPS) has resulted in various changes. Mainstream teachers are forced to cope with Fourth Industrial Revolution (4IR) developments compelling them to integrate educational technologies (Ed-Tech) into the curriculum to enhance curriculum adaptation for Learners with Special Educational Needs (LSEN). In thus enhancing the curriculum, provision of Ed-Tech resources and other alternative measures were made available to teachers. Nevertheless, teachers are still reluctant in the use of Ed-tech resources to ensure connectedness during teaching and learning in enhancing effective curriculum adaptation for LSEN. This study therefore uses connectivism, the learning theory for the digital age, to seek a theoretical and a practical solution for teachers teaching LSEN. The theory offers a solution to enhancing the effective use of Ed-Tech for curriculum adaptation. This conceptual study argues that teaching without Ed-Tech competences to enhance connectedness during curriculum adaptation can lead to teachers’ lack of performance and failure to maintain good result. To curb this, the study posits that an Ed-Tech enhanced model of connected curriculum adaptation is a requirement in the context of the fourth industrial revolution (4IR).

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Acknowledgement

The research on which this chapter is based is funded through a grant from the Andrew W. Mellon Foundation (New York) (Grant Number: 1910-07226).

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Authors and Affiliations

  1. University of KwaZulu-Natal, Durban, South Africa

    Cedric Bheki Mpungose

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  1. Cedric Bheki Mpungose
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Correspondence to Cedric Bheki Mpungose .

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Editors and Affiliations

  1. University of KwaZulu-Natal, Durban, South Africa

    Dipane Hlalele

  2. Nazarbayev University Graduate School of Education, Nazarbayev University, Astana, Kazakhstan

    Tsediso Michael Makoelle

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Mpungose, C.B. (2023). Curriculum Adaptation for Inclusion in Teaching and Learning. In: Hlalele, D., Makoelle, T.M. (eds) Inclusion in Southern African Education. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-031-43752-6_12

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  • DOI: https://doi.org/10.1007/978-3-031-43752-6_12

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  • Online ISBN: 978-3-031-43752-6

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