Contributions from: Dr Richard Byers, School of Education, University of Cambridge, UK, Ms Vijaya Dutt, Indian Institute for Cerebral Palsy, Calcutta, Ms Mei Lan Au, Department of Education, University of Hong Kong
Abstract
The aim of this symposium is to consider some recent innovations in curriculum development for pupils with learning difficulties in three different countries. Although each country is facing contrasting challenges, there are many similarities in the approach to curriculum design and in the way issues of inclusion have been addressed.
Each paper is unique in its own right, but taken as a whole the issues they raise have implications for curriculum development for pupils with learning difficulties throughout the world.
Recent developments in the England and Wales
Dr Richard Byers
A national "curriculum for all" was introduced in the UK in 1988 for staff working with pupils with learning difficulties; this prompted an extended and intensive period of curriculum development. The situation is still evolving.
This session will explore the key factors driving innovations in curriculum design for pupils with learning difficulties in the UK. These include:
Discussion of these factors will be set in the context of the development of responses to the education of pupils with learning difficulties that are increasingly inclusive.
Curriculum Development in Eastern India
Ms Vijaya Dutt
The curriculum guidelines for students with multiple disabilities were developed by the Indian Institute of Cerebral Palsy and have been disseminated to special schools and organisations in Calcutta and in other parts of India and Bangladesh. The curriculum provides high quality resource material to assist professionals in the field of special education. It facilitates the selection of teaching areas and goals for individuals with learning and physical disabilities. Users have found it beneficial for obtaining ideas on what to teach, how to teach and on how to record and assess students' progress.
This paper will discuss the impact of the curriculum guidelines drawing on the findings of a recent survey. It will also consider their applicability for pupils with learning difficulties who receive education in a variety of different contexts.
The Impact of the Target Orientated Curriculum in Special Schools
Ms Mei Lan Au
In Hong Kong mainstream schools have been using the Target Orientated curriculum for some years. This has recently been introduced to a limited number of special schools for pupils with learning difficulties. This paper reports on a small-scale study in which teachers in special schools which have adopted the curriculum were asked about its impact and relevance for pupils with learning difficulties. The findings have major implications for the feasibility of applying "mainstream" curriculum in special school settings.
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