Perceptions about socio-academic outcomes of functional curriculum among learners with cognitive and developmental delay in special schools of HVP Gatagara. Case study: HVP gatagara at Gikondo school and Ndera school in 2015 - 2021

Abstract

Significant target for present research might inquiring or determining perceptions about the socio-academic outcomes of functional curriculum to learners with cognitive and developmental delay. Sixty eight (68) participants were taken for sample to contribute in this study. Their ages were in the range of 17 to above 32 years old. Sample included learners for schools and administrative staff in schools of HPV GATAGARA- NDERA and HPV GATAGARA- NDERA. Collection of data was done using questionnaire, 2 groups for interview were piloted with participants. The results proposed that the functional curriculum contributes the individual support services like delivering the learning opportunity in order to prepare their future lives. The functional curriculum then offers the knowledge and skills which help get them ready for not only paid jobs but also volunteer works and provide the independent living skills in their society. The functional curriculum provides social skills and Independent living skills. A functional curriculum is presumed to include functional academic content, skills for financial aspects, long life living, transportation, vocational education, access to community, skills to social and relationships, Independent living skills & self-determination that prove a successful academic performance outcome. The students who graduated from functional curriculum, present the hope of good future life due to their successful academic performance. The design of functional curriculum is shaped in the way that every educator is facilitated to find out which best orientation of the appropriate supports for each group of students and this guarantee the improvement of academic performance of them. The learners who follow functional curriculum expect: Simple Calculation and language skills, financial skills and independent daily living, small and soft businesses creation, social-skills building or social/relationships, and self-determination and social first aid acquisition, and societal living skills community access