The nature and implementation of the expanded curriculum in selected Special Education Schools for the visually impaired in Lusaka and Chipata Districts of Zambia
type: CreativeWork
description: Although there is an increase in the number of visually impaired learners completing secondary education in recent years, the acquisition of skills found in the Expanded Core Curriculum to help them compensate on their sight remains relatively low. In such a context, it becomes critical to investigate the nature and implementation of the expanded curriculum in schools for the visually impaired in Zambian schools. The study employed descriptive survey design and was guided by the following research objectives: to establish the different areas of the Expanded Core Curriculum that are being implemented, to ascertain methods used by the special education teachers in teaching the expanded core curriculum, and to determine challenges faced by special education teachers in implementing the areas of the expanded core curriculum. The sample consisted of four administrators, twenty teachers and thirty two visually impaired learners. Random and purposive sampling was used to arrive at the pupil and teacher samples. In collecting data, questionnaires were administered to learners and teachers. Administrators were interviewed and learners were engaged in focus group discussions. Qualitative and quantitative data analyses were used. The current study revealed that special education teachers were not aware of the term ‘Expanded Core Curriculum’ for the visually impaired. However, they were able to identify some areas of the expanded core curriculum. The study also revealed that the most common teaching strategies used by the special education teachers included:- expository methods, question and answer, cooperative learning, peer teaching, and demonstration.The study further revealed a number of challenges that affect effective implementation of different areas of the expanded core curriculum. These included lack of the syllabus guidelines on the implementation of the expanded core-curriculum, high pupil-teacher ratio, school environments not disability friendly, lack of teaching a…
abstract: Although there is an increase in the number of visually impaired learners completing secondary education in recent years, the acquisition of skills found in the Expanded Core Curriculum to help them compensate on their sight remains relatively low. In such a context, it becomes critical to investigate the nature and implementation of the expanded curriculum in schools for the visually impaired in Zambian schools. The study employed descriptive survey design and was guided by the following research objectives: to establish the different areas of the Expanded Core Curriculum that are being implemented, to ascertain methods used by the special education teachers in teaching the expanded core curriculum, and to determine challenges faced by special education teachers in implementing the areas of the expanded core curriculum. The sample consisted of four administrators, twenty teachers and thirty two visually impaired learners. Random and purposive sampling was used to arrive at the pupil and teacher samples. In collecting data, questionnaires were administered to learners and teachers. Administrators were interviewed and learners were engaged in focus group discussions. Qualitative and quantitative data analyses were used. The current study revealed that special education teachers were not aware of the term ‘Expanded Core Curriculum’ for the visually impaired. However, they were able to identify some areas of the expanded core curriculum. The study also revealed that the most common teaching strategies used by the special education teachers included:- expository methods, question and answer, cooperative learning, peer teaching, and demonstration.The study further revealed a number of challenges that affect effective implementation of different areas of the expanded core curriculum. These included lack of the syllabus guidelines on the implementation of the expanded core-curriculum, high pupil-teacher ratio, school environments not disability friendly, lack of teaching a…
author: Shanzi, Geoffrey
language: en
keywords: Education, Secondary--Curriculum-Zambia, Curriculum Planning
date published: 2016
date modified: 2026-07-27T22:06:47Z
provider: University of Zimbabwe
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zambia