Accessing the General Curriculum for Students with Learning Disabilities: Challenges and Opportunities

Authors

  • Serefete Molosiwa Department of Educational Foundations, University of Botswana
  • Sourav Mukhopadhyay Department of Educational Foundations, University of Botswana
  • Emmanuel Moswela Disability Support Services, University of Botswana

DOI:

https://doi.org/10.52634/mier/2014/v4/i1/1491

Keywords:

Access to Curriculum, Special Educational Needs, Learning Disabilities, Botswana, Multi-level Model.

Abstract

Every student has a right to access the general curriculum to realize the aims of education for sustainable development. Accessing the general curriculum remains a critical component in the teaching and learning process of learners with learning disabilities and difficulties. Existing literature indicates that teachers must use suitable strategies to accommodate curriculum needs for students with learning disabilities and difficulties. This paper analyses how curriculum access for students with learning disabilities and difficulties has been promoted and achieved in the context of Botswana. The focus of this paper is therefore to outline the progress made so far towards enhancing curriculum access to the general education curriculum for learners with disabilities and difficulties.

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Published

2014-05-10

How to Cite

Molosiwa, S., Mukhopadhyay, S., & Moswela, E. (2014). Accessing the General Curriculum for Students with Learning Disabilities: Challenges and Opportunities. MIER Journal of Educational Studies Trends and Practices, 4(1), 111–122. https://doi.org/10.52634/mier/2014/v4/i1/1491

Issue

Volume 4, Issue 1, May 2014

Section

Articles

License

Copyright (c) 2021 Serefete Molosiwa, Sourav Mukhopadhyay, Emmanuel Moswela

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