Access to the Mainstream Curriculum. A Report on the Integration of Learners with Special Needs at Canterbury College of Technology.

Institution	Further Education Unit, London (England).
Titel	Access to the Mainstream Curriculum. A Report on the Integration of Learners with Special Needs at Canterbury College of Technology.
Quelle	(1988), (67 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-85338-093-8
Schlagwörter	Access to Education; Accessibility (for Disabled); Agency Cooperation; Ancillary School Services; Disabilities; Foreign Countries; Mainstreaming; Parent Participation; Parent School Relationship; Postsecondary Education; Special Education; Staff Development; Technical Institutes; Vocational Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Handicap; Behinderung; Ausland; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Personnel development; Personalentwicklung; Technische Fakultät; Ausbildung; Berufsbildung
Abstract	This report is a summary of work carried out at Canterbury College of Technology (England) during 1986 to manage access to the mainstream curriculum for a group of students with physical and sensory disabilities. It emphasizes the case study approach because it was from that indepth analysis that the college was able to develop strategies. The three phases of the project are discussed: Phase I, which examined the existing situation and tried to identify individual students wanting to gain access to the mainstream college provision; Phase II, which consisted of a detailed analysis of the needs of students identified; and Phase III, which continued development of Phase II and identified the changes required in the curriculum to accommodate fully students being brought into mainstream college life. Other chapters describe the staff development program to support the integration process, the role of managers in special needs education in a further education establishment, significant support services, and cooperation with schools and outside agencies. The involvement of parents in further education and the role of the local educational agency are also examined. A 13-item bibliography is followed by these appendixes: a summary of the special needs work undertaken at the college and the college's Policy Statement on Special Educational Needs Provision. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC