Introduction
The introduction of a differentiated curriculum, specifically the South African Differentiated Curriculum and Assessment Policy Statement (DCAPS) for children with severe intellectual disabilities, including autism spectrum disorder (ASD), was a crucial step in addressing educational gaps for learners with high support needs. Nausheen Ameen’s 2024 study, Teachers’ Experiences of a Differentiated Curriculum for Children with Autism Spectrum Disorder, provides critical insights into how teachers experienced the implementation of this curriculum. The study reveals both the potential benefits and challenges that educators face when attempting to accommodate the unique needs of learners with autism within this new framework.
This blog post delves deeper into the findings of the research, highlighting teachers’ understanding of the DCAPS curriculum, challenges in implementation, the role of differentiation, the need for improved teacher training, and the future of inclusive education in South Africa.
The Context: A Need for Inclusive Education
In post-apartheid South Africa, the push for educational reform has centered around equality and inclusivity. While significant strides have been made, learners with severe intellectual disabilities, including autism, were left behind in the initial reforms. The existing curriculum, known as the Curriculum and Assessment Policy Statement (CAPS), was not designed to cater to these students’ specific needs. To address this, the Department of Basic Education introduced DCAPS in 2018, as a pilot program to provide learners with high support needs an education that fosters skills development and independence.
DCAPS incorporates three formal subjects—Mathematics, Literacy, and Life Skills—alongside various practical subjects such as gardening, hairdressing, and hospitality. The goal is to provide learners with both academic knowledge and practical skills that could help them achieve greater autonomy and, where possible, contribute to the workforce.
Key Findings from the Study
1. Teachers’ Understanding of the DCAPS Curriculum
A significant finding from Ameen’s research is that teachers did not fully understand the rationale behind the DCAPS curriculum. This lack of understanding made it difficult for them to implement the curriculum effectively, particularly for learners with autism.
Some teachers confused the DCAPS curriculum with the SANASE (South African National Association for Specialized Education) working document, mistakenly treating the latter as a curriculum. This confusion points to a broader issue: teachers were not adequately prepared or trained to differentiate between a working document that guides policy and an official curriculum intended for classroom implementation.
Several teachers voiced concerns about the complexity of the DCAPS curriculum, particularly in relation to subjects like Mathematics. Many found that the curriculum’s abstract concepts were too advanced for learners with autism, who often face challenges with abstract reasoning.
One teacher from the study stated, “Some activities are too complex, like they need more abstract thinking, which is a skill that our children don’t have. If it’s abstract, then it doesn’t work for us.” This comment reflects the broader struggle many teachers face in adapting the curriculum to the unique learning profiles of children with autism.
2. Challenges in Curriculum Implementation
The teachers’ challenges went beyond understanding the curriculum; they also found its implementation difficult. Teachers expressed concerns about how the curriculum failed to accommodate the unpredictable nature of learners with autism. Some learners required much more time to master the content, while others struggled with the structure of formal lessons.
For example, DCAPS expects students to cover three formal subjects in conjunction with practical subjects. Teachers found this challenging, especially because children with autism may have different learning needs at various stages of their development. One teacher noted that the curriculum “expects specific subject content to be covered but fails to address how it needs to be done with different disabilities and, in this case, children with autism.”
In addition to the curriculum’s complexity, the study found that teachers were concerned about the grouping of students by age, rather than their level of support needs. This grouping sometimes led to difficulties in classroom management, as children with varying levels of ability and behavior challenges were placed together. A teacher shared, “They are all going to be the same age, whether low functioning or not, all mixed in a class. That is when I find it difficult because the behaviors also, like a low functioning child and a high functioning child, it becomes very difficult for your planning.”
Despite these challenges, some experienced teachers were able to implement parts of the curriculum. They expressed optimism about the emphasis on practical subjects, which allowed learners with autism to develop life skills. However, they also recognized the need for further differentiation within the curriculum to address individual learning needs more effectively.
3. The Importance of Differentiation in Teaching Learners with Autism
Differentiation is essential in educating children with autism, given the wide range of abilities and learning styles present in these students. The DCAPS curriculum is designed to accommodate different learning needs by allowing flexibility in the pace at which learners master content. The option to focus on practical subjects is particularly beneficial, as it offers learners an opportunity to develop hands-on skills that can help foster independence.
For learners with autism, however, the study found that further differentiation is necessary. Teachers noted that autism presents a unique set of challenges, including deficits in communication, social engagement, and behavioral regulation. These characteristics require more personalized approaches in both the content delivered and the methods used.
One teacher remarked, “Every child is different, every child has different needs, every child has a different learning style, so I consider all those factors when I offer my teaching, and then I adapt the time and method. That is what differentiation is.” This highlights the critical role that differentiation plays in making the curriculum accessible to children with autism.
The study also emphasized that while DCAPS provides a solid framework for curriculum flexibility, it does not go far enough to allow teachers to fully accommodate the diverse needs of students with autism. For many teachers, the rigid structure of some subjects made it difficult to offer the individualized support that children with autism require.
4. Teacher Training and Support: A Major Gap
One of the most significant barriers to successful implementation of the DCAPS curriculum, as identified in Ameen’s study, was the lack of adequate teacher training. Teachers across the board reported feeling unprepared to implement the curriculum, particularly when it came to addressing the needs of learners with autism.
In June 2019, a five-day workshop was conducted by the Gauteng Department of Education to train teachers on the DCAPS curriculum. However, many participants found the training insufficient. The workshops focused broadly on disabilities, rather than specifically addressing the challenges of teaching children with autism. As a result, many teachers left the training without a clear understanding of how to apply the curriculum in their classrooms.
A teacher from the study expressed frustration: “I think being a teacher, one must think out of the box. I don’t think DCAPS training was very useful for us…it was talking to everybody, not specifically for children with autism.” This sentiment was echoed by other participants, who called for more autism-specific training that included practical, hands-on strategies for working with these learners.
Additionally, the training did not adequately cover how to further differentiate lessons within the DCAPS framework. Teachers reported that they needed more support and guidance in adapting the curriculum for learners with different levels of functioning. They also emphasized the need for ongoing professional development, rather than the once-off training session provided by the Department of Education.
5. The Role of Specialized Support
To address the gap in teacher training, many participants in the study suggested that non-governmental organizations (NGOs) like Autism South Africa, which specialize in autism, should be involved in the training process. These organizations could offer more targeted, practical guidance to help teachers better understand how to meet the needs of learners with autism.
Teachers also expressed the need for greater collaboration between schools and specialists, such as occupational therapists, speech therapists, and psychologists, to ensure that learners with autism receive the necessary support. This multidisciplinary approach could help bridge the gap between the theoretical aspects of the curriculum and the practical realities of teaching children with autism.
Furthermore, the study revealed that resources such as visual aids, picture symbols, and Makaton communication tools were often lacking in schools. These tools are essential for supporting learners with autism, who may have difficulty with verbal communication. Teachers who had access to these resources reported better outcomes in the classroom, but many schools were not adequately equipped.
Conclusion: The Future of Inclusive Education for Children with Autism
Ameen’s study provides valuable insights into the challenges and opportunities that come with implementing a differentiated curriculum for children with autism. The introduction of DCAPS is a positive step toward creating a more inclusive education system in South Africa, but there is still much work to be done to ensure that it meets the needs of all learners.
Key takeaways from the research include the need for better teacher training, more specialized support, and ongoing professional development. Teachers must be equipped not only with the curriculum but also with the skills and strategies necessary to differentiate instruction for learners with autism.
The study also highlights the importance of a collaborative approach that involves teachers, specialists, and NGOs to provide a more holistic support system for learners. By refining the DCAPS curriculum, investing in continuous professional development, and providing teachers with the resources they need, South Africa can move closer to realizing the goal of inclusive education for all.
Recommendations for Moving Forward
- Enhanced Teacher Training: Teacher training should go beyond general workshops and focus specifically on autism. Hands-on, practical training sessions, ideally led by specialists in autism, would better prepare teachers to meet the needs of learners with autism.
- Ongoing Professional Development: One-off training sessions are not enough. Teachers need ongoing support, including refresher courses, peer collaboration, and access to experts in the field.
- Specialized Support: Schools should foster partnerships with NGOs, specialists, and therapists to ensure that learners with autism receive the individualized support they need.
- Improved Resources: The Department of Basic Education must ensure that schools are equipped with essential resources, such as communication tools and visual aids, to support learners with autism effectively.
- Further Differentiation: The DCAPS curriculum should be further refined to allow for greater flexibility, especially in formal subjects like Mathematics, where learners with autism often face challenges. The curriculum should be adaptable to the individual learning needs and pace of each student.
By addressing these areas, South Africa can take significant steps toward creating a truly inclusive education system that accommodates all learners, including those with autism.
Source:
https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6609