THE IMPACT OF CURRICULUM EVALUATIONS ON CHILDREN WITH SPECIAL

NEEDS IN ZIMBABWE
FOCUS

This presentation intends to enlighten the issues related to the impact of

curriculum evaluation on children with special needs in Zimbabwe. The

deliberations will be in response to the following questions:

o What is curriculum evaluation?

o What does it entail?

o Do we have curriculum evaluation in Zimbabwe?

o Who are involved?

o What is the impact of curriculum evaluation on children with special

needs?

2
Introduction

Curriculum evaluation is a rapidly developing area within educational theory

and practice; therefore interest in it has increased as a result of a number of

needs and pressures (Garguilo 2003). Some of these (needs and pressures)

are a result of new developments in some areas that include changes that are

technological; political, social, medical and economic in nature, among

others and some contemporary issues like HIV/AIDS. Any change in society

therefore triggers the need for curriculum evaluation in education. There is

need to plan for the future as regards meeting the needs of all citizens

regardless of disability. This therefore means that our children with special

needs should be included in this plan so as to meet their diverse needs. They

should never be marginalized. In fact they should be at the centrestage when

designing a curriculum.

In this paper the presenter is going to highlight the following issues:

definition of new terms, purpose and forms of curriculum evaluation and

most importantly, the presenter will focus on the impact of curriculum

evaluation on children with special needs in Zimbabwe.

3
Definitions of terms:

Evaluation

McComick (1997) defines curriculum as what is to be learnt. The author

sees curriculum as not the teaching methods and procedures nor as a set of

activities. Another definition by Brennan (1986) says curriculum comprises

all the opportunities for learning provided by the school. They include

formal programmes on learning lessons on the timetable, extra curricular

activities in and out of school and the climate of relationships, attitudes,

styles of behaviour and general quality of life established in the school

community as a whole. For the purposes of this presentation, the presenter

will take the former definition of curriculum.

Evaluation, like all major terms in the curriculum field enjoys multiple

definitions. For the purposes of this paper, the presenter will focus on

evaluation as a process of determining significance or worth, usually by

careful appraisal and study. Another on line definition of evaluation is the

analysis and comparison of actual progress versus prior plans oriented

towards improving plans for future implementation. In other words it is a

part of continuing management process consisting of planning,

implementation and evaluation, ideally with each following the other in a

4
continuous cycle until successful completion of the activity as illustrated

below:

Process of evaluation

Programme Planning

Evaluation Implementation

Curriculum Evaluation

According to Madaus, Scriven and Stufflebeam (1983), curriculum

evaluation is the process of determining to what extent the objectives are

actually being realized. By the same token, the Joint Committee on

Standards for Educational Evaluation (1981) viewed it broadly as a

systematic investigation of the worth or merit of some object. In this case the

object is what is ‘learned’. The committee alluded that within evaluation is

assessment. Quakes (1986) pointed out that presumably, weaknesses and

progress in student achievement in individual subject areas are detected and

reported hopefully with an intention of redesigning another intervention

programme to ensure that the student benefits.

5
Purpose of Curriculum Evaluation

Evaluation of the curriculum is vital in that firstly it answers the question

“How well did we do?” Therefore it is ‘qualitative’ since it checks whether

progress has been made or not. Secondly, it answers the question “How

much did we do?” Thus, it is ‘quantitative’ because it enables one to realize

how much of what had been planned for was covered. Thirdly, it answers the

question “What can we do now in response to questions one and two?”

should one proceed to the next level or replan for those who lag behind?

Therefore it is ‘reflective’.

What does evaluation entail?

Evaluation involves the continuous asking of questions and modifying the

programme on the basis of the feedback obtained. Some of the important

questions often asked are:

o Are the objectives set for the curriculum and for each individual

subject reasonable?

o Are the objectives specific, measurable, achievable, result oriented

and time framed (SMART)?

o Is the curriculum making efficient use of the available money and

manpower?

6
Such questions provide information on which decisions for action can be

based. When a curriculum is in operation, there is need for continued

upgrading of teachers’ competences. It is critical to have teachers with

knowledge on how to handle children with diverse special needs. Other

pertinent issues are as follows:

o Research to collect data on the teaching of new materials,

o Production of supplementary materials such as Alternative

Augmentative Communication devices (AAC).

o Improvement of examinations,

o Modification of core materials, and

o Trying out new materials,

o All the above can be done after the curriculum evaluation exercise.

Who does the Evaluation of the Curriculum in Zimbabwe?

Hemphill (1969) points out that evaluation as a process of gathering

information for the purposes of making decisions, enables funding agencies,

developers or eventual users of a programme generally to make curricular

decisions. In Zimbabwe such decisions are done by government agencies

including developers and implementers, for instance The Nziramasanga

7
Commission and Schools Psychological Services. These two, and others,

have a vital role in the evaluation of the curriculum, especially some issues

concerning children with special needs. By involving them in this exercise,

their input will facilitate provision of a basis for making decisions among

alternatives.

Curriculum Evaluations in Zimbabwe

Has there been evidence of curriculum evaluation in Zimbabwe in relation to

children with special needs? If yes – how much and what impact has it had

on them? Yes there is evidence of curriculum evaluation in terms of policies

that have been formulated. i.e. P 36 Circular, Education Act (1987) revised

(1996), Ministry of Education reports in daily, weekly and national papers,

The Disabled Persons Act (1992), Secretary’s Circulars on Child abuse and

other issues, Nziramasanga Commission Investigations/ Recommendations,

existence of special schools/ specialist teachers, university programmes (

BED and MED in special needs, diplomas), workshops and involvement of

NGO’s.

Circular evaluation has had a positive impact as regards testing and

examinations. The plea in our country is for equal educational opportunities

8
for all children despite their disability. Our capable children with special

needs also have the opportunity to partake in local and national

examinations. ZIMSEC, the Examination Board offers examinations at

Grade 7 Level, “O” Level and “A” Level specially designed to meet the

needs of the children with visual challenges, i.e. Braille and low vision large

print materials. Even spectacles are prescribed to those with eye defects.

Special examination considerations are provided in form of extra time after a

request is made, sometimes accompanied by an Educational Psychologist’s

report. ZIMSEC has the jurisdiction to grant Grade 7, “O” and “A” Levels

Examinations.

The Zimbabwean policy on children with disability is that they follow the

mainstream core curriculum. Children are to participate in the national

examination. Evaluation of the policy has revealed that some of our children

with special needs have been accorded this opportunity. Among these are

children with hearing impairment, learning disabilities, physical disabilities,

epileptics, those infected with HIV/AIDS, albinos, orphans and other

vulnerable groups, including the gifted or talented and creative learners.

Some of these disadvantaged children have even excelled at university level.

Examples of such learners are Luckson Duza, who trained as a primary

9
school teacher at Bondlfi Teachers’ College, then went to UCE where he

specialized as a visual impairment specialist. Now he holds a Bachelor’s

Degree in Special Education from the University of Zimbabwe (UZ).

Another success story is that of Mrs Mudarikwa, a secondary school trained

teacher who taught English at Zimuto High School. She also successfully

pursued a Bachelor’s degree at UZ. This is an indication that curriculum

evaluation influenced the set up of the appropriate support services and

according to the Warnock Report these individuals have managed to achieve

independence. A realistic, relevant, real and rational curriculum content was

designed (Brennan1986).

Curriculum evaluation has a positive impact on children with special needs

in Zimbabwe. A special fund has been set aside to help orphans and

children who are in especially difficult circumstances, for instance Basic

Education Assistance Module (BEAM). The Labour and Social Welfare Act

of 1997 initiated this. It enables funding to some of our vulnerable children

who have been caught up in the HIV/AIDS pandemic. Some have lost both

parents and come from child-headed families. Among them are also children

who are disabled. These are the ones who normally benefit from BEAM. To

ensure accountability, BEAM covers the whole of Zimbabwe and works

10
together with the Ministry of Education, Local Government parents and

professionals.

Another positive aspect of curriculum evaluation on children with special

needs in Zimbabwe is the formulation of a specific policy on Special

Education, which covers preschool, basic and post education. The common

ideology ‘catch them young’ will soon be realized. A crash programme to

equip para-professionals in Early Childhood Development (ECD) has had its

first graduands this year in April in all Primary School Teachers’ Colleges.

This is a positive move in that our children with special needs will have their

needs realized from an early age. Thanks to United Nations International

Children’s Education Fund (UNICEF) who are sponsoring this programme.

The introduction of Visual and Performing Arts in the curriculum is a plus

on curriculum evaluation. It starts from ECD and can be developed from that

level up to university. Since not all our children with special needs are

academically good, the inclusion of Visual and Performing Arts in the

curriculum enhances cultural transmission and promotes employment

opportunities. The curriculum designers however should make them

economically independent by according them appropriate certification.

11
Another positive outcome of curriculum evaluation is the provision of

vocational skills training. This is a pragmatic approach to education (Dewey

1903). Nyerere would call it ‘Education for self-reliance’. In Zimbabwe,

most special schools have a department that equips children with hearing

impairment, visual impairment, mental challenges and others, with skills in

Carpentry, Textile and Design, Art and Design and Agriculture, among

others. When they leave school they can successfully lead normal lives, get

married or even employ others. The goal of life would have been realized –

to produce a well rounded person who is functionally live and contributes to

society.

Time factor and Curriculum Evaluation

It is a fact that children with special needs are affected by the time factor.

Various disabilities, e.g. sensory, call for extra or alternative methods of

instruction. First, they have to master the control and use of, say, the Braille

machine or sign language before they use the modes in learning. Those with

physical deformities might require mobility, posture and personal hygiene

skills. All these and others require additional learning yet they must be

12
accommodated within the time available. These factors, which affect the rate

of learning, must be taken into account when reaching curriculum decisions.

Placement

It is through curriculum evaluation that planners will be in a position to

design appropriate placement procedures for children with disabilities that

require other special attention rather than attending schools in the

neighbourhood. Children with severe to profound cases might require

attending hospital schools where they may receive th best attention from a

multidisciplinary team. These include children with multiple handicaps and

the bedridden cases. However, the fact that these children exist, implies that

a modified curriculum be put in place to impart ecologically valid concepts

that may be on self-help or communication skills.

Other placement set-ups that exist in Zimbabwe for children with special

needs have been a result of curriculum evaluation. These include

o Full time education in ordinary class with necessary help and support.

A child who stammers is placed together with peers of his/her

neighbourhood; a child with a deformed limb or limbs can also be

successfully accommodated.

13
o There is also placement in an ordinary class with periods of

withdrawal to a special class or unit for speech therapy or auditory

training for those with visual and auditory deficiencies respectively.

o After curriculum evaluation, some children with special needs may be

placed in a special class or unit with periods of attendance at an

ordinary class and is fully involved in extra curricular activities in an

ordinary school. Mutendi High School and Mukuwapasi Primary

schools are tangible outcomes of curriculum evaluations. The setting

up of fulltime education in a day/boarding special school such as

Ratidzo in Masvingo. Ratidzo, a school for children with mental

challenges is the fruit of curriculum evaluation. Fulltime education in

residential special schools are indicative of evaluations. Though these

settings date back to the early set up for Special Needs Education

(SNE) in Zimbabwe, they are still an important part of SNE.

Beneficiaries are now free to choose whether to go to institutions such

as Copota, Henry Murray or Jairos Jiri Centres, or attend any other. Its

now optional.

o In some cases, home tuition is another setting where parents of

children with disabilities may hire specialists for tutoring their

children with or without disabilities.

14
 o Finally, due to evaluation, the latest placement model is reverse

integration whereby children without disabilities are enrolling at a

special school, as is the case at Emerald Hill School for the deaf. All it

means is that the curriculum that was once meant for the “deaf” is to

be modified to cater for the new lot who can hear. They learn together

and follow a curriculum that is tailor made to suit each one of them.

Negative effects of Curriculum Evaluation

Despite all the positive effects of curriculum evaluation alluded to above, it

also has some shortfalls here and there and these militate against the smooth

running of special needs education programmes in Zimbabwe. In other

words, there are some effects of curriculum evaluation that impact

negatively on some children with special needs in this country. Curriculum

evaluation should involve participation of all stakeholders in making

decisions but in some instances, the beneficiaries of the programme are

seldom involved. They are put on the receiving end. As such, the system

lacks advocacy. In most cases, this is mainly because the whole process is

politicized. Those concerned are not informed of their rights. They are

denied their citizen rights. In some instances, those who are consulted about

the needs of the children with special needs are uninformed. The education

15
system, through the hidden curriculum, should prepare children/students

with special needs to be employees and also to be employers. In other words

they should have a vision as part of their training.

According to Wolery and Sainato (1993:54), we “should not be satisfied if

children learn new skills. We should only be satisfied if they use these skills

when and whenever they are appropriate.” A closer analysis might mean that

there is a discrepancy in what children/students acquire whilst at school and

what they become later in life. The writer witnesses a glaring incompatibility

between the education system and the needs of the people with special needs

in Zimbabwe. That is why we see most of them begging in streets and buses.

Their needs have not been addressed at all.

Curriculum evaluations have failed to address the needs of children with

disabilities in the provision of equipment. Loopholes still exist in equipping

the classroom practitioner with basic skills to identify, assess and manage

children with special needs. Some children who get epileptic attacks

sometimes lack proper attention because teachers have no techniques to

handle them. Handbooks on handling a multitude of special needs have to be

availed as part of the teachers’ resource books.

16
There is need to introduce engineering courses in manufacturing of assistive

devices for people with different disabilities. Instead of awaiting donations

of wheelchairs, walkers and other materials for use by our children with

special needs, these can be designed at home at low cost. Repairs on Braille

machines, audio instruments and others need specialists born, raised and

trained in Zimbabwe. The planners have advocated for various assistive

devices but they are not available. In the wake of pronounced moral

decadence, identity crisis, lack of discipline among the youth, evidently

corrupt leaders and also considering the HIV/AIDS scourge, the curriculum

should encompass the development of character and responsible citizens as

an ultimate goal.

Prior to 1989, Schools Psychological Services and Special Education

Programmes were mostly concentrated at primary school level (Kaputa and

Ndoro, 2001). Emphasis was on early detection and intervention. The reality

of the situation then and now is that early intervention programmes have not

benefited many of the special needs students most of them left school after

grade 7 and took to begging. Those who proceeded to secondary schools had

challenges here and there.

17
At secondary school level, remedial programmes have failed because of high

mobility, especially among pupils with learning disabilities, late referral and

parental resistance to school efforts. School –parent communication has

been stuck at the blaming stage. Contributory to the last statement is

insufficient information on the role and function of Schools Psychological

Services and Special Education to schools. To alleviate the discrepancies

faced in secondary schools, strides should be taken in holding more

workshops for heads and heads of departments. Screening pupils with

learning disabilities should have a modified curriculum, which is loaded

with real content, realistic or practical rational (achievable) and relevant to

individual needs (Brennan, 1986)

An interdisciplinary approach is a prerequisite for a successful curriculum

evaluation. All stakeholders should collaborate and design programme that

will meet the needs of mild to severe students from the primary school.

There is also need for curriculum extension. More time should be accorded

to children with special needs until they are ready for examinations, only

then can they exit the system.

18
Finally curriculum evaluation should be an ongoing process. It should be

seen as a system of feedback that provides constant information to planners,

teachers, pupils, parents and other stakeholders. The feedback from

evaluation guides policy on types of curricula, administrative structures and

financial support. More importantly, it opens new avenues that help children

or citizens with special needs to be accorded their rights in educational

settings. Curriculum evaluation ensures designing a curriculum that has the

following important components: age appropriateness, individual

appropriateness and cultural appropriateness (Bredekamp and Copper,

1997).

19