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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.
Inclusive education: diverse perspectives
- Authors:
- NIND Melanie, et al
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 310p.,bibliogs.
- Place of publication:
- London
This book draws upon the experiences and practices of academics and professionals within the inclusive education sphere. Enabling the reader to stay in touch with what has led to the current agenda in inclusive education and its future development, this book includes: the views of people with learning difficulties and disabilities; comparison of different approaches to inclusion; and discussion of current events and what they tell us about inclusion.
Freedom to learn: basic skills for learners with learning difficulties and/or disabilities: the report of the working group looking into the basic skills needed for adults with learning difficulties and disabilities
- Author:
- GREAT BRITAIN. Department for Education and Employment
- Publisher:
- Great Britain. Department for Education and Employment
- Publication year:
- 2000
- Pagination:
- 48p.
- Place of publication:
- London
Many adults with learning difficulties and/or disabilities told us that the result of underachievement or the need to re-learn was low self-esteem and self-confidence. These are major barriers to learning. Such learners have literacy or numeracy needs at all levels. They range from people who need to acquire the basic skills to enable them to lead more independent lives to those who face specific barriers which currently prevent them from acquiring the basic skills needed for employment or further education.
Education matters: for everyone working with children in public care
- Author:
- HIBBERT Helen
- Publisher:
- Who Cares Trust
- Publication year:
- 2003
- Pagination:
- 80p.
Seeks to provide social workers with essential information about education, and education professionals with information about social care. It contains a range of information on topics, including inter-agency working, stability, literacy, special educational needs and personal education planning, with details of projects and programmes currently in place nationwide. The book addresses issues to help all those who work with children and young people to improve the educational experiences and outcomes of the children in their care.
A heart to learn and care?: teachers' responses toward special needs children in mainstream schools in Hong Kong
- Authors:
- PEARSON Veronica, et al
- Journal article citation:
- Disability and Society, 18(4), June 2003, pp.489-508.
- Publisher:
- Taylor and Francis
This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.
Count us in: achieving inclusion in Scottish schools; a report by HM Inspectorate of Education
- Author:
- HM INSPECTORATE OF EDUCATION
- Publisher:
- Stationery Office
- Publication year:
- 2002
- Pagination:
- 36p.
- Place of publication:
- Edinburgh
In the past, interpretations of the terms 'inclusive schools' and 'inclusive education' have often focused on including pupils with additional support needs, for example learning difficulties or social, emotional or behavioural needs, in the mainstream of schooling. Increasingly, however, a broader definition of 'inclusive education' is gaining currency in Scotland and beyond. This broader definition relates not only to pupils who have particular needs, but also to the entitlement of all pupils to receive a high quality experience from the education system.