'n Ondersoek na relevansie en balans as kriteria in kurrikulumontwerp vir swart serebraalgestremde leerlinge

Abstract

This research encompasses the following objectives: - To examine the criteria underlying a balanced and relevant curriculum for Black Cerebral Palsied pupils. - To determine the characteristics of Black Cerebral Palsied pupils, and to describe and define career opportunities available for such pupils. - To evaluate in general the curriculum of the Black Cerebral Palsied pupil, with particular reference to the subject curricula prevailing at the Philip Kushlick School and in the process to determine the relevance (appropriateness) and balance thereof. - To show where necessary, where a need for the restructuring of the existing curriculum exists, in order to meet the requirements of the above mentioned criteria. The first objective was attained through a study of the literature pertaining to relevance and balance as criteria in the development of a curriculum. Pertinent National and International literature were consulted in order to determine a macro-criteria for general teaching and a microcriteria for job orientated education. In order to achieve the second objective, psychometric data available at the school was used in conjunction with an examination into the physical and intellectual ability, and social adaptability of the neorologically disabled child. Although this data has been drawn primarily from the Philip Kushlick School, perusal of literature in this regard in similar schools in the R.S.A substantiate the findings. Vocation potential for these pupils was carefully evaluated in this study, and to this end interviews with neurologically disabled people actively employed in the job market and employers revealed that job opportunities do exist in the computer field, with the emphasis on information technology and general handwork. The third objective was reached through the evaluation of the existing syllabi/subject curricula in regard to both macro - and micro-criteria. It became apparent that the syllabi/subject curricula should be re-structured, with more emphasis on subjects such as Domestic Science, Handwork, Art and Gardening. More time should be allocated to these subjects in order to prepare the Cerebral Palsied child for the labour market. These conclusions and recommendations can with justification be applied to other similarly circumstanced schools, as the syllabi/subject curricula follows a general pattern throughout.