Designing Appropriate Curriculum for Special Education in Urban School in Nigeria: Implication for Administrators

Autor/inn/en	Eskay, Michael; Oboegbulem, Angie
Titel	Designing Appropriate Curriculum for Special Education in Urban School in Nigeria: Implication for Administrators
Quelle	3 (2013) 4, S.252-258 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-623X
Schlagwörter	Special Education; Foreign Countries; Urban Schools; Curriculum Design; Curriculum Development; Developmentally Appropriate Practices; Relevance (Education); Articulation (Education); Educational Objectives; Accessibility (for Disabled); Administrator Role; Learning Disabilities; Nigeria + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungsbezogene Bildung; Relevance; Relevanz; Articulation; Artikulation (Ling); Artikulation; Aussprache; Educational objective; Bildungsziel; Erziehungsziel; Accessibility; Zugänglichkeit; Learning handicap; Lernbehinderung
Abstract	The provision of a well-planned, modified, and articulated curriculum that would provide students with disabilities appropriate access to the general curriculum and effective instructional support is the thrust of this paper. The paper examined the various issues on the concept and objectives of special education and the role of a well-designed curriculum as a panacea to integration of the special-needs children. The paper highlighted the defining features of any good curriculum and examines the key leadership issues related to effective special education and reviews the emerging standards for administrators' performance in determining the knowledge and skills needed by effective leaders. (Contains 1 table.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10