Abstract

PERCEPTIONS OF TEACHERS ON USING THE ZIMBABWEAN SCHOOL CURRICULUM ON STUDENTS WITH MENTAL DISABILITIES

KUDENGA MUGOVE

Volume: 6 Issue: 2 2016

Abstract:

This study focused on the perceptions of teachers in Zimbabwean schools who work with pupils with disabilities and are expected to use the ordinary Zimbabwean school curriculum.. The Zimbabwean government has adopted the education for all policy. There is a curriculum that is expected to be followed by all students in Zimbabwean schools including those in special schools that cater for students with disabilities. The study was conducted using descriptive survey design. A sample of fifteen schools was randomly selected from a list of special schools that work with pupils with disabilities to participate in the study. A sample of sixty teachers was randomly selected from the fifteen schools to participate in the study. The researcher used questionnaires as a research instrument which had both closed and open ended questions. The results showed that the Zimbabwean Schools Curriculum did not meet the needs of the students. There was a general lack of resources in the schools to be used by students with disabilities. The curriculum did not help the students become independent in the community and get employment. There is need to have a curriculum that meets the needs of students with disabilities by preparing them to productively participate in society. There is need for the Ministry of Primary and Secondary Education to design a curriculum specifically for students with special needs that is less academic and more focused on what the pupils actually meet in life. The curriculum has to address the needs of the students in the community and in the world of work.

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