Curriculum effectiveness for secondary-aged students with severe intellectual disabilities or profound and multiple learning difficulties in Australia: Teacher perspectives

被引：1

作者：

Rendoth, Tess ^{[1
]}

Duncan, Jill ^{[1
]}

Foggett, Judith ^{[1
]}

Colyvas, Kim ^{[2
]}

机构：

[1] Univ Newcastle, Sch Educ, Ring Rd, Callaghan, NSW 2308, Australia

[2] Univ Newcastle, Coll Engn Sci & Environm, Callaghan, NSW, Australia

来源：

JOURNAL OF INTELLECTUAL DISABILITIES | 2024年

关键词：

curriculum; inclusion; individual education planning; intellectual disabilities; severe or profound and multiple learning difficulties; teachers; EDUCATION;

D O I：

10.1177/17446295241228729

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The active inclusion of students within education systems relies on a curriculum that caters to all. This article presents partial findings from Australian mixed methods research examining 46 teacher perspectives on the curriculum and its ability to support their practice in supporting students aged 12-19 years with severe intellectual disability or profound and multiple learning difficulties who attend specialist school settings. Results reveal that Australian teachers see the current curriculum as insufficient in its design and content and unable to cater to their students educational and social capacities or needs. Strengths essential to the reform process are highlighted, emergent challenges discussed and recommendations for future action are presented.

引用

页数：17

共 22 条

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