Modifying the Curriculum for gifted learners with disabilities in an inclusive classroom; The experiences of a student teacher

International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue III, March 2021 | ISSN 2321–2705

Modifying the Curriculum for gifted learners with disabilities in an inclusive classroom; The experiences of a student teacher

Professor Sylod Chimhenga¹, Mrs Saziso Mukomana^2
1Zimbabwe Open University, Department of Disability Studies and Special Needs Education & Center for Student management
²Department of Teacher education, Zimbabwe Open University

Abstract: Modifying existing general curriculum has been an effective way to create more accessible learning environments to support all students and their teachers in various educational contexts. The study sought to establish how the implementation of the modified curriculum by student teachers can assist in the learning of the gifted disabled learners in the primary schools in Zimbabwe. The study used a qualitative research design. A purposive sampling strategy was employed to select twenty student teachers studying a Diploma in Education at Zimbabwe Open University and was on attachment in primary schools in Bulawayo. In-depth individual semi-structured interviews and focus group discussions were used. Conclusions showed that student teachers used play-based strategies in teaching gifted disabled learners. The study also concluded that the student teachers’ lack of competency in managing their inclusive classrooms posed a serious problem on their daily discharge of duties. The study recommended that there is need for curriculum modification for the gifted learners with disabilities in inclusive classes so that they will be able to attain their full potential.

Key Terms: curriculum, curriculum modification, student teachers, gifted learners, gifted learners with disabilities, inclusive classrooms

I. INTRODUCTION AND BACKGROUND TO THE STUDY

The need for every learner in schools to gain equal access to education regardless of colour or creed, physical appearance and intelligence levels has always been yearned for at national as well as international platforms. The Dakar (2000) Framework for Action goal number (1) one, seeks to expand and improve education especially for the most vulnerable and disadvantaged children. This goal clearly indicates the need to make provision for vulnerable and disadvantaged children while no child is to be barred from accessing education. Efforts need to be made to cater for disadvantaged children especially those with disabilities and yet they are gifted. The Zimbabwean Education Act of (1987), states in clear terms that every child in Zimbabwe shall have the right to education.

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