共查询到20条相似文献，搜索用时 437 毫秒
1.
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
2.
《British Journal of Special Education》1990,17(2):56-56
The National Curriculum will soon be in force for children who have profound and multiple learning difficulties, and it will have to be modified to meet their needs. The work at Kinder School in Worksop, described by Trevor Watts, headteacher, is pre-National Curriculum in chararcter and level but much of it relates to skills in the new curriculum. 相似文献
3.
《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
4.
5.
The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer. 相似文献
6.
Richard Rose 《British Journal of Special Education》1991,18(2):54-58
Using group work as a way of meeting children's individual learning needs is becoming more widespread in a variety of schools. Richard Rose, head of Wren Spinney School, Kettering, Northamptonshire LEA, and a member of the National Curriculum Development Team (SLD) at Cambridge Institute of Education, describes a strategy for promoting group work in schools for pupils with severe learning difficulties. 相似文献
7.
《British Journal of Special Education》1994,21(3):92-96
Richard Byers is well-known for his work supporting development in schools for pupils with learning difficulties and for his particular interest in the impact of the National Curriculum upon schemes of work in the whole curriculum. Exchanges of views with friends and colleagues have greatly influenced the contents of this article. 相似文献
8.
WALTRAUD BOXALL JEAN GILBERT ANNE QUALTER 《Assessment in Education: Principles, Policy & Practice》1999,6(2):247-262
Over the last 10 years far-reaching changes have been introduced to the education system of England and Wales. In particular, the curriculum in state schools has been prescribed through the introduction of a National Curriculum. Associated with the National Curriculum is an assessment system involving teachers undertaking the on-going assessment of pupils, as well as externally set national tests, the results of which are published. These changes have had a profound effect on the training needs of in-service teachers and on the content and structure of training courses for pre-service teachers. The assessment system linked to the National Curriculum is extremely complex. There are huge demands on the time available for pre-service teacher training. This means that teacher educators struggle to find valid ways to train students to develop good assessment practices that will enhance students' teaching and the learning achieved by their pupils. This paper reports on the attempts of one group of course tutors to develop a means of achieving this goal. 相似文献
9.
Sue Rogers Julie Evans 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):153-167
How to monitor and raise standards of educational attainment generally were issues addressed by the British Government in 1988 when the National Curriculum was introduced into all state‐funded primary schools in England and Wales: ‘There is every reason for optimism that in providing a sound, sufficiently detailed framework over the next decade the National Curriculum will give children and teachers much needed help in achieving higher standards.’ This paper assesses the value of looking closely at successive reading scores of cohorts of children in order to monitor reading attainments over time. The reading attainments of seven cohorts of Year 2 children from five randomly selected primary schools within one local education authority (LEA) (N = 1,329) are analysed to see if standards of literacy have changed since the introduction of the National Curriculum in 1989. Both quantitative and qualitative methods of data collection were used in this cross‐sectional study. The reading attainments of each of the seven cohorts of Year 2 children, as measured by the are presented. Headteacher perceptions of the effects of the National Curriculum on the teaching and learning of reading in their schools were collected through interviews. Examination of the means of the standardized comprehension scores for each cohort reveals no statistically significant differences in attainment between any two cohorts. It was noted that the distribution of the reading scores was skewed towards underachievement in all seven cohorts. The relative stability in reading attainments contrasts with the aspiration that the introduction of the National Curriculum would raise standards. Headteachers saw this stability as the result of key stage 1 teachers working at an intense rate to safeguard the teaching and learning of reading against the pressures exerted by the introduction of the National Curriculum and assessment procedures. 相似文献
10.
Brian Gorwood 《School Leadership & Management》2013,33(3):283-290
Much recent comment by the Department of Education and Science (DES) and National Curriculum Council (NCC) has suggested that continuity difficulties will largely disappear as a result of the introduction of the National Curriculum. The National Curriculum, however, does not address the main issue — lack of communication between teachers. Any effect it has is likely to be caused by changes in ways in which primary schools are organised to deliver the curriculum — changes which will bring them closer in ethos to the secondary sector. 相似文献
11.
The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties. 相似文献
12.
Barry Carpenter 《欧洲特需教育杂志》2013,28(2):182-189
ABSTRACT This paper traces the development of partial integration for children with severe learning difficulties as part of their development and preparation for societal integration. It considers the needs of all children for education for citizenship and, as such, the time needed for meaningful attitudinal development in mainstream pupils towards children with disabilities. This, it is suggested, is best achieved through carefully planned, positive shared learning experiences, designed to facilitate interaction and collaborative learning between children with SLD and their mainstream peers. The article considers how in the UK the National Curriculum can contribute to this process. 相似文献
13.
GILLIAN L. S. HILTON 《欧洲师范教育杂志》2003,26(1):143-153
This article describes and evaluates work undertaken as part of ATEE-RDC19, an exploration of using scenarios to enhance students' learning in teacher education. Action research was carried out with students who were following a module entitled National Curriculum and Beyond on an Education Studies degree. Students discussed and devised a scenario for 2020 and the need for the curriculum in schools to prepare students for life in the future. New curricula were devised to address the needs presented by the scenarios then justified, presented to and discussed with peers. Students completed questionnaires regarding their opinions of the use of this learning and teaching strategy. Students expressed their wholehearted approval for this kind of learning even though many had found the process difficult. They agreed that the use of scenarios had enabled them to widen their thinking about the curriculum and become more responsible for their own learning. 相似文献
14.
《British Journal of Special Education》1989,16(3):115-117
Some teachers have been expressing doubts about the appropriateness of the early levels of National Curriculum mathematics targets for children with learning difficulties. Dr Brian O'Toole, lecturer in special education, and Pamela O'Toole, also at the Department of Education, Manchester University, report a study of 99 children in special and mainstream schools which supports these doubts. Many of the seven-year-olds were unable to succeed at Level 1 in number and will need structured preliminary programmes to do so. 相似文献
15.
Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies. 相似文献
16.
Ann Lewis 《欧洲特需教育杂志》2013,28(1):95-105
Abstract The National Curriculum represents one of the most significant UK educational reforms of this century. However, it was planned and introduced with little reference to pupils with special needs, particularly those attending special schools or units. Alongside pragmatic responses to the implementation of the National Curriculum in special education, there has been a lively and continuing debate about its appropriateness, in principle, for pupils in special schools. This paper reports data derived from interviews with headteachers of twelve special schools (encompassing three distinct special needs groups). Continuities of view, notably an acceptance of the principle of a national curriculum for all pupils, are discussed. Divergent Views reflected an adherence to equality or individuality as underlying educational principles. The findings are placed in two contexts: first, the process of curriculum change, and second, the links between integration and curricular conformity as reflected in some European special education literature. 相似文献
17.
Glenda Walsh Liz Sproule Carol McGuinness Karen Trew Harry Rafferty Noel Sheehy 《Early Years: An International Journal of Research and Development》2006,26(2):201-221
This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardner's Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group. 相似文献
18.
《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
19.
Athanasia Chatzifotiou 《Curriculum Journal》2013,24(3):289-301
The National Curriculum of primary schools in England and Wales sets out the statutory and non-statutory requirements for teachers. It describes the aims and goals it aspires to achieve and the content of its subjects. In this article I suggest that the statutory and non-statutory guidelines of the National Curriculum present conceptually different goals in relation to the holistic development of a student. The first section discusses the two basic aims of the curriculum, their recommended implementation and the implications they have upon the curriculum. I specifically emphasize that ‘statutory’ guidelines represent information-based knowledge and that the ‘nonstatutory’ guidelines treat value-based issues. This division of roles creates difficulties in implementing the non-statutory part of the curriculum. In the second section I demonstrate this division by using education for sustainable development as a focal point. I conclude by highlighting important issues for education and, more particularly, for education for sustainable development. 相似文献
20.
Merilyn Gladys Carter Valentina Klenowski Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611
The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. 相似文献