Adaptation of the Curriculum to Suit Children with Visual Impairment in Integrated ECD Centres in Kenya: A Case of Narok Sub-County

This paper discusses the adaptation of the curriculum for children with visual impairments in integrated ECD centres. Curriculum is a strong integrationary and exclusionary device. This is so because a curriculum encompasses what is believed to be essential for the children to learn in order to become productive citizens in an integrated society (Soudien, 2006). The very essence of our teaching i.e. how we teach and where we teach is shaped and espoused by the values embodied in the curricula. Children who have special needs in education require appropriate adaptations to curricula, learning environment, medium of communication and most importantly, the teaching methods (Policy framework paper, R.O.K 2012). This paper intends to critically analyse the adaptation of the curriculum to suit children with visual impairments in integrated ECD centres. There has been an argument that integration in schools is a very complex issue because it involves a ‘wholesome restructuring’ (Dyson, 2001). For integration to become a reality, a ‘recapturing’ as cited in Fullen in Swart and Pettipher (2006) of every aspect of the education integration not only requires education systems to change but also requires a process of developing democratic values and practices in school communities. The ECD policy framework (2006) is based on principles that are accepted universally as founding the cornerstone of quality service in ECDE.The policy addresses the issues of vulnerable and marginalized children top on the list being children with special needs in education. The issues are postulated with the aim of providing affirmative action for them. In view of this, the paper will critically analyse the adaptation of the curriculum for children who have visual limitations.