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1.
《British Journal of Special Education》1992,19(4):137-140
Religious education is not compulsory for pupils in special schools and its curriculum content is not laid down in the National Curriculum but Erica Brown believes that the spiritual and religious development of all pupils with special educational needs must be encouraged. She is director of special educational needs, The National Society, Church House, Westminster, responsible for in-service training for church schools in England and Wales, and editor of RESPECT, a bi-annual journal for teachers of RE to pupils with special educational needs. 相似文献
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Debra Costley 《School Leadership & Management》2013,33(3):341-354
The introduction of a National Curriculum in England and Wales caused a dilemma for many teachers who were responsible for pupils with learning difficulties. The issue of an entitlement curriculum for all pupils raised fundamental questions about the nature of special educational needs. This paper draws on the results of a questionnaire which was sent to senior teachers in schools for pupils with moderate learning difficulties in England and Wales. The results raise interesting questions about how schools structure the curriculum to enable equality of opportunity for all pupils whilst still managing to cater for the individual learning needs of pupils experiencing difficulties. 相似文献
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John Salters Peter Neil Margaret Wright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):364-374
The Education Reform (Northern Ireland) Order 1989 requires that all pupils of secondary school age should have equal access to a broad and balanced curriculum. The inclusion of language studies within the statutory framework of the Northern Ireland curriculum has led to a significant expansion in the teaching of modern languages to pupils with special educational needs. Many teachers are now faced with the task of teaching pupils who hitherto would have been excluded from the language department and some teachers in special schools now have to teach a language with which they themselves are unfamiliar. This paper is the first stage of a research and development project funded by the Northern Ireland Council for the Curriculum, Examinations and Assessment (NICCEA); it examines some research evidence relating to the challenge of teaching languages to pupils with special educational needs. 相似文献
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ABSTRACTThe paper aims to analyse how pupils’ equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders’ and teachers’ room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1–10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils’ legal rights. Under the guise of a common school, there is a risk that pupils’ special needs are made invisible. 相似文献
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ABSTRACT This paper considers the way in which current notions of integration and curriculum entitlement may disadvantage pupils with exceptional needs. An illustrative case of a pupil with profound and multiple learning difficulties is discussed along with general issues of entitlement arising, and the implications for that individual. Through an examination of the effects of the criteria for ‘being educated’ that result from the implementation of the National Curriculum in the UK, we question current perceptions of issues such as normalization, age appropriateness and 'integration’. We use a case study of a child with autism to question whether his educational interests are best served by current notions of integrated education. We suggest a broader notion of education that encompasses rather than contrasts with care, and suggest that curriculum entitlement should involve common curricular principles rather than common curricular content and should not deny within‐child factors. We further suggest that ‘integration’ should be reconceptualized as 'inclusion’ and we query the features that make educational needs ‘special’ 相似文献
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Frances James 《欧洲特需教育杂志》2013,28(2):222-230
ABSTRACT This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience. 相似文献
8.
Nicola Grove 《British Journal of Special Education》2014,41(1):6-24
Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed National Curriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils with special educational needs. This article explores the place of narrative in the policies, curriculum and assessment scheme of a special school catering for pupils across the range of ability. It is concluded that, while schools are free to prioritise according to pupils' needs, it is difficult to target oral narrative effectively in the absence of appropriate frameworks for setting goals and monitoring progress. 相似文献
9.
《British Journal of Special Education》1994,21(3):110-112
Robert Ashdown (Headteacher of St. Luke's School, a special school for pupils with severe learning difficulties in Scunthorpe, Humberside) argues that although the years since the Education Reform Act have been marked by intensive curriculum development in special schools for pupils with severe learning difficulties, external pressures may have forced schools to focus on the National Curriculum at the expense of the whole curriculum. This risk remains with the new, slimmer National Curriculum. This article reports on what has been achieved and what remains to be done, particularly as regards the personal and social development of pupils. 相似文献
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Sven Nilsen 《International Journal of Inclusive Education》2017,21(2):205-217
The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared. 相似文献
11.
《British Journal of Special Education》1990,17(4):133-135
John Bangs, principal officer, Special Needs and Curriculum Initiatives, National Union of Teachers, reports on the reactions of teachers concerned with special educational needs in primary schools to using SATs for assessing pupils at Key Stage 1. 相似文献
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Robert Repnik Robi Arcet Nedime Karasel 《International Journal of Disability, Development & Education》2019,66(6):565-576
ABSTRACTIn this theoretical study, we combined two approaches regarding the education of teachers in the field of teaching pupils with special needs with focus on teaching natural science topics, in Slovenia and in the Part of Northern Cyprus, respectively. We analysed syllabuses for different study programmes for teachers in primary schools in selected faculties in Slovenia. We focused on the specific content in those subjects, which are developing competences of students to be able to teach natural science topics, in particular physics topics, in primary schools in the adequate way, so the pupils with special needs can achieve the same goals as the other pupils. In addition, we included some accents regarding the children with special needs from approach to this topic at Near East University. We find out that the integrated content in the study programmes for the requirements of the inclusion of pupils with special needs in primary school is not sufficient or the inclusion in primary schools is planned too broad, if we take into account the current state of knowledge of the students in this specific field. 相似文献
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Abstract This article represents a meta-analysis of three research KEYWORDS projects undertaken recently at the National Foundation for Educational children in Research. The projects were discrete but resultant data showed that they care; had a common focus: ways in which schools do or might accommo-disaffection; date more effectively the needs of a range of pupils who are at risk of inclusion; being denied the opportunity to experience the ‘normality’ of the cur-special riculum offered by schools in England and Wales. The pupils whose educational experiences were studied had special educational needs, and/or were needs ‘disaffected’, and/or were in the public care. While their circumstances were, thus, ostensibly various, analysis showed that they were underpinned by a common set of needs which, unaddressed by the education system, resulted in the exclusion of the pupils. Strategies that effectively nurtured pupils’ inclusion were found to be applicable across the client group. 相似文献
14.
Lo Yiu Chun 《Curriculum Journal》2013,24(3):419-442
ABSTRACT The purpose of this article is to analyse the nature of the School‐based Curriculum Project Scheme (SBCPS), which was introduced into the Hong Kong education system in 1988. The aims of the scheme were to promote school‐based curriculum development (SBCD) designed to meet the learning needs of pupils and to encourage teachers to solve curriculum problems. Overall, the article provides insights into the characteristics of the SBCPS which was introduced into a highly centralized context and was initiated through a highly centralized mechanism, and describes how it was implemented into Hong Kong schools. This underlines the need both to view curriculum policies critically and to recognize the impact that the prevailing culture in schools has on attempts at curriculum innovations. 相似文献
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《British Journal of Special Education》1990,17(2):57-60
Including pupils with special educational needs within the National Curriculum calls for substantial changes in content and approach in all subjects - including mathematics. Alec Williams, formerly headteacher of Stokesbrook special school, Gloucestershire, and tutor to special education diploma courses in Hull and Lincoln, reports and reflects upon the changes. He seeks to retain and enhance that which is best from traditional practice, within the requirements of the National Curriculum. 相似文献
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Mike Johnson 《欧洲特需教育杂志》2013,28(3):243-255
Abstract The paper describes the implementation of a Trans European Mobility Programme for University Staff (TEMPUS) Project during 1992 to 1995 between the Manchester Metropolitan University, in the UK, the Institut de Formation des Maîtres, Grenoble, France, and the Siauliai Pedagogical Institute (SPI), Lithuania. The aim of the Project was the development of the special educational needs (SEN) element of teacher education courses at the SPI to enhance the integration of pupils with SEN into mainstream schools, and of those pupils with severe and sustained SEN into education. It discusses the necessary extension of the Project into associated areas of professional work, analyses the theoretical bases underlying the Project and demonstrates the cyclical development of theory and practice which was achieved. 相似文献
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David Halpin 《The Urban Review》1990,22(2):131-144
The 1988 Education Reform Act requires every maintained school in England and Wales to provide for all pupils aged 5–16 years with a basic curriculum that includes a National Curriculum, comprising three core and seven foundation subjects, and provision for the teaching of religious education. While there are a number of good reasons to support the principle of a National Curriculum, the Thatcher government's version of what such a curriculum should look like is disassociated from any attempt to define systematically what kind of general, universal education is of most value in a rapidly changing world. As such, it is likely to fail the majority of children, and particularly those attending inner-city schools. 相似文献
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Anthony Maher 《British Journal of Special Education》2013,40(3):130-136
This article, by Anthony Maher of the University of Central Lancashire, explores, from the perspective of SENCos and learning support assistants (LSAs) in north‐west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most SENCos and some LSAs believe that Statements are appropriate for all curricular subjects, with PE being no different. Thus, two groups who play an integral role in facilitating the inclusion of pupils with special educational needs in mainstream secondary schools in England do not differentiate between classroom based and more physically orientated subjects such as PE, which could have a negative impact on the experiences of pupils with special educational needs in PE because of the contextual and dynamic nature of special educational needs. Indeed, because most Statements do not provide PE‐specific information or learning targets, teachers and LSAs are often unable to collaboratively plan and deliver inclusive lessons or monitor and evaluate the progress made by Statemented pupils in PE. 相似文献