Spiritual Education in the Special School Setting for Pupils with Learning Difficulties/Disabilities

Autor/in	Baker, John
Titel	Spiritual Education in the Special School Setting for Pupils with Learning Difficulties/Disabilities
Quelle	In: International Journal of Children's Spirituality, 17 (2012) 2, S.153-166 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-436X
DOI	10.1080/1364436X.2012.721751
Schlagwörter	Learning Problems; Health Education; Augmentative and Alternative Communication; Foreign Countries; Spiritual Development; Religious Education; Educational Needs; Special Schools; Administrator Attitudes; Christianity; Consciousness Raising; Values; Teacher Student Relationship; Educational Strategies; United Kingdom + Suchen Sie Ihr Suchwort? Lernproblem; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Educational need; Bildungsbedarf; Special school; Sonderschule; Christentum; Bewusstseinsbildung; Wertbegriff; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstrategie; Großbritannien
Abstract	This article is based on empirical research into headteachers'/principals' perception of the meaning of spiritual education and the provision they make and the strategies they use in order to meet the statutory requirement to promote the spiritual development of pupils/students through the curriculum in the special school setting for pupils with learning difficulties/disabilities in the UK. Arising out of the research, values (secular and religious, particularly Christian), relationships and pupils' feelings and emotions are the three main attributes of spiritual education identified in terms of its meaning. Assemblies/acts of collective worship, religious education and personal, social and health education are aspects of the schools' curricular provision most frequently mentioned by the headteachers. The strategies which the headteachers use to meet pupils' special educational needs include "modelling" the school's values, particularly through close relationships; the use of alternative and augmentative communication systems and raising pupils' awareness and wonder of the world through multi-sensory and other experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10