Curriculum Design, Implementation and Parental Involvement in the Education of the Deafblind: South African Teachers’ Perspectives

Mbulaheni Obert Maguvhe


This study investigated the perceptions of teachers of deafblind learners on curriculum design, implementation and parental involvement. Three telephonic and two face-to-face interviews were conducted with five female teachers of the deafblind at five special schools in five of the nine provinces of South Africa. It was found out that curricula for the deafblind were not streamlined to the national curriculum and schools designed and awarded their own certificates to enable progression and employment. In addition, unit standards for teaching deafblind learners did not exist in the Umalusi repository. Curricula for the deafblind could be improved if acceptable unit standards with relevant specific outcomes were generated. Training of district team members and teachers on the teaching of the deafblind should be ongoing. Finally, parents of deafblind learners should play an active role in the education of their children, in partnership with teachers. The findings of this study demonstrate that teachers have knowledge and experience that could be used to design curricula for deafblind learners and as well create synergies with both the Department of Basic Education and the parent community. Teachers of the deafblind know their training needs, and expect the Department of Basic Education to develop their skills.

DOI: 10.5901/mjss.2014.v5n20p1486

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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