Curriculum, quantitative concepts and methodology of teaching children with learning difficulties

Abstract

The article examines some trends in curriculum development for children with learning difficulties in Ghana, drawing some comparisons from perspectives in the United Kingdom. Reference is made to a research on the institutionalisation of children with learning difficulties to illustrate the contradictions and dilemma that exist in the teaching of quantitative concept or arithmetic to children with learning difficulties in two special schools in Ghana. The article argues the need to address the learning needs of pupils with difficulties. Example of the focus of these needs are the development of quantitative concepts and survival arithmetic through differential learning experiences, while a review of methodology or approaches to teaching is underlined. It is important to reiterate that this article is part of a major study on the institutionalisation of children with mental retardation in two residential schools in Ghana, and consequently reference is made to the research study when examples are cited from schools in Ghana. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 75-82