Review of Primary Level Curriculum for Students having Vision Related Challenges Formulated by Punjab Textbook Board, Lahore

Abstract

Purpose: Although Single National Curriculum (SNC) is implemented in all over the country from April 2021 at primary level as per commitment of the ruling party in Pakistan. However, the pre-existing and implemented curriculum formulated by Punjab Curriculum and Textbook Board is still followed in special education institutions of Punjab because preparation process is still going on for the implementation of SNC in these institutions.  The academic capability of Children with Visual Impairment (CWVI) is usually considered as that of non-disabled students due to their good cognitive skills. Directorate of Special Education Punjab adopted the same curriculum for CWVI. This study is an effort to identify the standards, benchmarks and student learning outcomes (SLOs) which are difficult to accomplish for CWVI. Methodology: It was a descriptive qualitative study by nature and curriculum review/document analysis technique was applied to study the implemented and existing curriculum. The complete curriculum of six key learning areas at pre-primary level proposed by implemented curriculum are as follows; personal and civic sense, language related learning, nature numerical  concepts, our environment and surroundings, personal care, personal cleanliness and self protection, and artistic abilities. likewise existing curriculum offers these learning areas till fifth grade; Islamiat/ Ethics and morality, Urdu, English, Maths, Science, General Knowledge and Social Studies. The data were retrieved from the website of Punjab Curriculum and Textbook Board. Obtained data was coded; basic themes were extracted & discussed. Findings: study demonstrated that many standards, benchmarks and student learning outcomes (SLOs) were attainable for students with visual challenges like regular students however several standards, benchmarks and student learning outcomes were found problematic for children having vision related disabilities because of their handicapping condition and unavailability of assistive technology in their educational institutions. Implications: Need based amendments maybe applied for visually challenged students particularly for the achievement of standards, benchmarks and students learning outcomes in geography, geometry, and sciences. Pictures, sketches and maps should be replaced by other productive activities for blind and low vision students.