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A functionally focused curriculum for children with profound multiple disabilities: a goal analysis
- Authors:
- VAN DER PUTTEN Annette, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.71-75.
- Publisher:
- Wiley
This study analysed goals formulated in a functionally focused curriculum called Mobility Opportunities Via Education™ (MOVE). The subjects were 49 children with profound multiple disabilities (PMD) who attended a centre for special education where the MOVE curriculum was implemented. Each goal was analysed to see whether or not it was formulated in terms of concrete skills. Furthermore, each goal was analysed for its objective, and it was decided whether or not the goal focused on the child's interests. The three aspects were analysed separately, so the percentages cannot be added up. Ninety-six per cent of the goals were formulated in terms of concrete skills. With regard to the objectives, 53% of the goals dealt with mobility skills and 23% were related to social functioning. Only 14% of the goals dealt with aspects related to care. In 52% of the analysed goals, it was made clear what the interest of the child was. Goals formulated for children with PMD by a curriculum that is based on functionality did not completely satisfy theoretical principles. This can be partially explained because the concept of functionality is a broad and unspecific notion that can be implemented in various ways.
Supporting children with multiple disabilities
- Author:
- MEDNICK Michael
- Publisher:
- Questions Publishing Company
- Publication year:
- 2002
- Pagination:
- 173p.
- Place of publication:
- Birmingham
With considerations to the individual student and disability, topics explored include: assessment, access to appropriate environments; mobility and motor skills; support in mainstream education; and developing communication. It is important that students make progress toward specific learning goals, whether those goals involve social, academic, motoric, or personal aspects of education.
Making sense together: practical approaches to supporting children who have multisensory impairments
- Author:
- WYMAN Rosalind
- Publisher:
- Souvenir Press
- Publication year:
- 2000
- Pagination:
- 278p.,illus.,list of orgs.
- Place of publication:
- London
Draws on the authors own experiences of working closely with parents to develop the abilities of children who have multisensory impairments. Working with children ranging from a few months to the teenage years, the author describes a holistic approach that will develop communication, self help skills and confidence in their ability to explore their world in a positive way.
Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers
- Author:
- DOWNING June E
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 209p.,tables,bibliog.
- Place of publication:
- Baltimore, MD
Guide to including children with multiple disabilities in mainstream education. Combines up to date research from the United States with case studies. Describes how to perform accurate functional assessments, stresses the importance of teaching skills with everyday applications, offers alternatives to visual and auditory communication modes, provides ideas for enhancing socialisation, and explains how to involve all members of the school community. Looks at how learning needs change as children progress from pre-school to primary to secondary education.