Investigating the Status of the Consumer Science Curriculum in Accommodating Learners with Special Educational Needs

Dumisa Mabuza; Bukisile Makhanya; Temalangeni Dlamini; Mbuyazwe Dlamini

doi:10.53103/cjess.v4i3.233

Authors

Dumisa Mabuza University of Eswatini, Eswatini
Bukisile Makhanya University of Eswatini, Eswatini
Temalangeni Dlamini University of Eswatini, Eswatini
Mbuyazwe Dlamini University of Eswatini, Eswatini

DOI:

https://doi.org/10.53103/cjess.v4i3.233

Keywords:

Learners with Special Educational Needs (LSEN), Inclusive Education, Curriculum and Limitations

Abstract

The implementation of inclusive education in Eswatini schools has encountered challenges, particularly the low academic performance of learners with special educational needs (LSEN) integrated into mainstream classrooms. Given the curriculum's role as the cornerstone of education, this study aimed to determine whether the curriculum, in its entirety, considering each of the ten curriculum concepts outlined in Van den Akker's curricular spider web, accommodates these learners. The study employed a descriptive design and utilized a mixed methods approach. Two data collection methods were employed: semi-structured interviews and survey questionnaires. The findings revealed that the curriculum exhibits certain limitations in accommodating LSEN. These limitations can be categorized into teacher-related, pupil-related, school-related, and content-related factors. Based on the findings, it is recommended that the curriculum undergo a comprehensive review, taking into account all ten curriculum concepts. Additionally, the concept of inclusive education should be incorporated into the school syllabus to raise awareness among students. Schools should be provided with inclusion specialists to offer teacher and learner support for LSEN, and Consumer Science teachers should receive inclusion training at the undergraduate level.

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