180 ISSN 1814-6627 (print) 1753-5921 (online) DOI: 10.1080/18146627-2010.487357 University of South Africa Press Africa Education Review 7 (1) pp. 180 – 198 Metamorphosis in distance learning: Setting new trends in special needs education by addressing existing curriculum challenges Liesel Ebersöhn University of Pretoria Kesh Mohangi University of Pretoria Jill Fresen University of Pretoria Ruth Mampane University of Pretoria ruth.mampane@up.ac.za Hermien Olivier University of Pretoria Sonja Coetzee University of Pretoria Abstract This paper describes the participatory development of a new curriculum for an Advanced Certificate in Education (ACE) (Inclusive and Special Needs Education) programme in the Faculty of Education, University of Pretoria. Several challenges in the existing pro- gramme necessitated curriculum re-design and development. These challenges included responding to policies regarding inclusive and special needs education; responding to revised higher education frameworks; revisiting the structure and content of modules in order to improve articulation; addressing an anticipated increase in student enrolment and a changing student profile; and incorporating current trends in distance education service delivery. Partners in this collaborative curriculum initiative included the Unit for Distance Education, the Department of Educational Psychology, the Department for Education Innovation and the South African Institute of Distance Education (SAIDE). Insights derived from this paper could possibly inform similar curriculum development initiatives, as well as extend knowledge on open and distance learning service delivery, in particular for in-service teacher training. Keywords: curriculum development programme, design learning materials devel- opment, inclusive education, special needs education, higher education, distance education/distance learning, open learning, service delivery AER 7-1-10 Ebersohn.indd 180 2010/07/05 02:57:24 PM