Inclusive Curricula for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties: A Scoping Review

Autor/inn/en	Rendoth, Tess; Duncan, Jill; Foggett, Judith
Titel	Inclusive Curricula for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties: A Scoping Review
Quelle	In: Journal of Research in Special Educational Needs, 22 (2022) 1, S.76-88 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rendoth, Tess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12544
Schlagwörter	Severe Intellectual Disability; Multiple Disabilities; Learning Disabilities; Inclusion; Curriculum + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Learning handicap; Lernbehinderung; Inklusion; Curricula; Lehrplan; Rahmenplan
Abstract	The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping review aims to analyse the structures and elements of a standardised curriculum that best enables the authentic inclusion of students who have S/PMLD. The philosophical, design and practice considerations in constructing an inclusive curriculum structure for students with S/PMLD in a standardised educational system are discussed. Results are further explored to create a basis for discussion, provide guidance for policymakers and outline a future research platform. (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