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Peltomäki, Satu; Pirttimaa, Raija; Pyhältö, Kirsi; Kontu, Elina K. – Education Sciences, 2021
The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting…
Descriptors: Goal Orientation, Severe Intellectual Disability, Multiple Disabilities, Curriculum Development
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Sisti, Mary K.; Robledo, Jodi A. – Journal of Special Education Apprenticeship, 2021
Students with moderate to severe disabilities benefit most when interdisciplinary teams collaborate to deliver individualized instruction, supports and services. This research study seeks to capture a description of education specialists' collaborative experiences working with interdisciplinary teams composed of speech language pathologists,…
Descriptors: Interdisciplinary Approach, Interprofessional Relationship, Teamwork, Cooperation
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Nilsen, Sven – International Journal of Inclusive Education, 2017
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…
Descriptors: Foreign Countries, Regular and Special Education Relationship, Curriculum Development, Special Needs Students
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Lewis, Ann – British Journal of Special Education, 1992
This article reviews some ways of differentiating classroom methods for special needs students in Great Britain, including differentiation of content, interests, pace, level, access, response, sequence, structure, teacher time, teaching style, and grouping. The most effective methods of differentiation are felt to be grouping, structure, and…
Descriptors: Classroom Techniques, Curriculum Development, Elementary Secondary Education, Foreign Countries
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Hall, Elizabeth Falconer – British Journal of Special Education, 1992
This paper suggests a variety of ways of assessing the curriculum and assessing pupils so that tasks can be matched to special needs learners in the process of curriculum differentiation. The emphasis is on formative and diagnostic assessment but summative assessment is also discussed. (Author/JDD)
Descriptors: Curriculum Development, Curriculum Evaluation, Diagnostic Teaching, Elementary Secondary Education
Keirouz, Kathryn S. – Gifted Child Today (GCT), 1993
Areas crucial to the development of "state of the art" curricula for gifted students are discussed, including differentiation, emphasis on both process and content, interdisciplinary and individualized formats, balance between acceleration and enrichment, and comprehensive and articulated curriculum structure. (DB)
Descriptors: Acceleration (Education), Articulation (Education), Curriculum Development, Educational Practices
Chapin, John D.; And Others – 1975
Computer managed instruction should be able to meet student needs immediately, remove clerical work from teachers' tasks, process information at student-pace demand, and fit the prescribed curriculum. To create such an integrated program of compatible instruction, curriculum, and information system, a Madison, Wisconsin, Public Schools Title III…
Descriptors: Computer Assisted Instruction, Curriculum Development, Elementary Secondary Education, Individualized Instruction
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Cessna, K. Kay; Skiba, Russell J. – Preventing School Failure, 1996
This article outlines principles of a needs-based approach to the inclusion of students with emotional and behavioral disorders and describes implications for inclusion in three areas: (1) provision of services; (2) curriculum; and (3) behavior management. The article also addresses the responsible limits of inclusion from a needs-based…
Descriptors: Behavior Change, Behavior Disorders, Classroom Techniques, Curriculum Development
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Thompson, David; Barton, Len – British Journal of Special Education, 1992
Curriculum differentiation for students with special educational needs is examined in the context of Great Britain's move toward a market system for education and its impact on policy and practice. Issues considered include the vulnerability of particular groups, the ideals of entitlement and empowerment, values inherent in governmental policies,…
Descriptors: Access to Education, Curriculum Development, Educational Policy, Elementary Secondary Education
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Luetke-Stahlman, Barbara – American Annals of the Deaf, 1998
Discusses programmatic and curricular modifications often needed for students included in public school settings who are deaf or hard of hearing, such as adapting the mode/flow of classroom communication, linguistic-level changes, and adapting the listening and physical environment. Possible curricular modifications are suggested for…
Descriptors: Ancillary School Services, Classroom Communication, Curriculum Development, Deafness
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Morreau, Lanny; Anderson, Frances E. – Art Education, 1984
Art teachers should create individualized learning programs for their students. Such art programs can assure personalized programs for disabled students and elevate the development of basic skills in art, artistic expression, and art appreciation. (Author/RM)
Descriptors: Art Education, Course Content, Curriculum Development, Disabilities
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Glidden, Robert – Design for Arts in Education, 1989
Discusses the preservice education of art teachers. Suggests that there are three major challenges for teacher education programs. Points out the need to individualize such programs, the need to update curricula in order to answer the call for reform, and the need to ensure that teachers have a firm commitment to art. (KO)
Descriptors: Aesthetic Education, Art Education, Curriculum Development, Educational Change
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Garner, Diane; And Others – American Annals of the Deaf, 1991
This article describes a program at the Dallas (Texas) Regional Day School for the Deaf for multihandicapped elementary and secondary students. The program utilizes the Functional Skills Screening Inventory to identify current skills, develop objectives, monitor student progress, facilitate long-range planning, and evaluate the instructional…
Descriptors: Curriculum Development, Daily Living Skills, Deafness, Elementary Secondary Education
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Howarth, Alan – British Journal of Special Education, 1990
The British Undersecretary of State for Education and Science and the parent of a school-age son with cerebral palsy looks at implications of the new National Curriculum for children with special needs including individual statements declaring individualized applications, the foreign language requirement, flexibility for pupils with dyslexia,…
Descriptors: British National Curriculum, Curriculum Development, Disabilities, Dyslexia
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Carr, Jim; And Others – British Journal of Special Education, 1992
A British school for students with disabilities planned and implemented its curriculum differentiation process by entering the core curriculum into a computer and coding each learning objective, thereby allowing teachers to draw out an individual program for each pupil, varied in length and time scale according to individual needs, and to evaluate…
Descriptors: Computer Managed Instruction, Computer Oriented Programs, Computer Uses in Education, Curriculum Development
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