| Summary: | This research encompasses the following objectives:
- To examine the criteria underlying a balanced and relevant
curriculum for Black Cerebral Palsied pupils.
- To determine the characteristics of Black Cerebral Palsied
pupils, and to describe and define career opportunities
available for such pupils.
- To evaluate in general the curriculum of the Black
Cerebral Palsied pupil, with particular reference to the
subject curricula prevailing at the Philip Kushlick School
and in the process to determine the relevance
(appropriateness) and balance thereof.
- To show where necessary, where a need for the
restructuring of the existing curriculum exists, in order to
meet the requirements of the above mentioned criteria.
The first objective was attained through a study of the
literature pertaining to relevance and balance as criteria
in the development of a curriculum. Pertinent National and
International literature were consulted in order to
determine a macro-criteria for general teaching and a microcriteria
for job orientated education.
In order to achieve the second objective, psychometric data
available at the school was used in conjunction with an
examination into the physical and intellectual ability, and
social adaptability of the neorologically disabled child.
Although this data has been drawn primarily from the Philip
Kushlick School, perusal of literature in this regard in
similar schools in the R.S.A substantiate the findings.
Vocation potential for these pupils was carefully evaluated
in this study, and to this end interviews with
neurologically disabled people actively employed in the job
market and employers revealed that job opportunities do
exist in the computer field, with the emphasis on
information technology and general handwork.
The third objective was reached through the evaluation of
the existing syllabi/subject curricula in regard to both
macro - and micro-criteria. It became apparent that the
syllabi/subject curricula should be re-structured, with more
emphasis on subjects such as Domestic Science, Handwork, Art
and Gardening. More time should be allocated to these
subjects in order to prepare the Cerebral Palsied child for
the labour market.
These conclusions and recommendations can with justification
be applied to other similarly circumstanced schools, as the
syllabi/subject curricula follows a general pattern
throughout. === Skripsie (MEd)--PU vir CHO, 1994
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