Abstract:
This paper discusses the adaptation of the curriculum for children with visual
impairments in integrated ECD centres. Curriculum is a strong integrationary and
exclusionary device. This is so because a curriculum encompasses what is believed to
be essential for the children to learn in order to become productive citizens in an
integrated society (Soudien, 2006). The very essence of our teaching i.e. how we
teach and where we teach is shaped and espoused by the values embodied in the
curricula. Children who have special needs in education require appropriate
adaptations to curricula, learning environment, medium of communication and most
importantly, the teaching methods (Policy framework paper, R.O.K 2012). This paper
intends to critically analyse the adaptation of the curriculum to suit children with
visual impairments in integrated ECD centres. There has been an argument that
integration in schools is a very complex issue because it involves a ‘wholesome
restructuring’ (Dyson, 2001). For integration to become a reality, a ‘recapturing’ as
cited in Fullen in Swart and Pettipher (2006) of every aspect of the education
integration not only requires education systems to change but also requires a process
of developing democratic values and practices in school communities. The ECD
policy framework (2006) is based on principles that are accepted universally as
founding the cornerstone of quality service in ECDE.The policy addresses the issues
of vulnerable and marginalized children top on the list being children with special
needs in education. The issues are postulated with the aim of providing affirmative
action for them. In view of this, the paper will critically analyse the adaptation of the
curriculum for children who have visual limitations.
