Distinctiveness of Curriculum Provision at 14 to 16 for Students with Learning Difficulties: Opportunities and Challenges

Autor/inn/en	Lawson, Hazel; Waite, Sue; Robertson, Christopher
Titel	Distinctiveness of Curriculum Provision at 14 to 16 for Students with Learning Difficulties: Opportunities and Challenges
Quelle	In: British Journal of Special Education, 32 (2005) 1, S.12-20 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.0952-3383.2005.00364.x
Schlagwörter	Stellungnahme; Foreign Countries; Learning Problems; Educational Change; Inclusive Schools; Severe Mental Retardation; Curriculum Development; Adolescents; Teaching Methods; Educational Environment; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Ausland; Lernproblem; Bildungsreform; Inclusive school; Integrative Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In this article, Hazel Lawson, principal lecturer in education at the University of Plymouth, Sue Waite, a researcher at the University of Plymouth, and Christopher Robertson, lecturer in special and inclusive education at the University of Birmingham, discuss the curriculum for students with severe and profound and multiple learning difficulties at ages 14 to 16. This phase of schooling, referred to as Key Stage 4 in the English system, is characterised, in mainstream settings, by examination processes. Drawing upon research work carried out for the Qualifications and Curriculum Authority, they argue that developing a distinctive curriculum offer for students with severe and profound and multiple learning difficulties in Key Stage 4 presents both opportunities and challenges. Setting their argument in the context of current proposals for the reform of education between the ages of 14 and 19 in England, they highlight issues including the desire to maintain breadth and balance while meeting individual needs and preferences; progression towards more facilitative pedagogies and a diversity of contexts for learning; and tensions between providing continuity and introducing change intended to promote increased student autonomy. This article will be of direct interest to policy makers and practitioners in mainstream and specialist settings. (Author).
Anmerkungen	Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@bos.blackwellpublishing.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10