A Narrative Exploration of How Curricula for Children with Profound and Multiple Learning Difficulties Shape and Are Shaped by the Practices of Their Teachers

Autor/inn/en	Stewart, Catherine; Walker-Gleaves, Caroline
Titel	A Narrative Exploration of How Curricula for Children with Profound and Multiple Learning Difficulties Shape and Are Shaped by the Practices of Their Teachers
Quelle	In: British Journal of Special Education, 47 (2020) 3, S.350-375 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12313
Schlagwörter	Students with Disabilities; Severe Disabilities; Multiple Disabilities; Learning Disabilities; Foreign Countries; Teacher Student Relationship; Secondary School Curriculum; Special Schools; Secondary School Teachers; Secondary School Students; Special Education; Teaching Experience; Personal Narratives; Educational Practices; United Kingdom (England) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Learning handicap; Lernbehinderung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Special school; Sonderschule; Sekundarschüler; Special needs education; Sonderpädagogik; Sonderschulwesen; Erlebniserzählung; Bildungspraxis
Abstract	This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the 'curriculum-in-action', with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the 'special curriculum' to be truly responsive to pupils' needs within this complex pedagogical environment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01