A Functionally Focused Curriculum for Children with Profound Multiple Disabilities: A Goal Analysis

Autor/inn/en	van der Putten, Annette; Reynders, Koop; Vlaskamp, Carla; Nakken, Han
Titel	A Functionally Focused Curriculum for Children with Profound Multiple Disabilities: A Goal Analysis
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 17 (2004) 2, S.71-75 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/j.1360-2322.2004.00181.x
Schlagwörter	Multiple Disabilities; Daily Living Skills; Severe Disabilities; Children; Special Schools; Skill Development; Mobility; Curriculum; Interpersonal Competence + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Alltagsfertigkeit; Severe disability; Schwerbehinderung; Child; Kind; Kinder; Special school; Sonderschule; Kompetenzentwicklung; Qualifikationsentwicklung; Mobilität; Mobilitätsförderung; Curricula; Lehrplan; Rahmenplan; Interpersonale Kompetenz
Abstract	Background: This study analysed goals formulated in a functionally focused curriculum called Mobility Opportunities Via Education[TM] (MOVE). Method: The subjects were 49 children with profound multiple disabilities (PMD) who attended a centre for special education where the MOVE curriculum was implemented. Each goal was analysed to see whether or not it was formulated in terms of concrete skills. Furthermore, each goal was analysed for its objective, and it was decided whether or not the goal focused on the child's interests. The three aspects were analysed separately, so the percentages cannot be added up. Results: Ninety-six per cent of the goals were formulated in terms of concrete skills. With regard to the objectives, 53% of the goals dealt with mobility skills and 23% were related to social functioning. Only 14% of the goals dealt with aspects related to care. In 52% of the analysed goals, it was made clear what the interest of the child was. Conclusions: Goals formulated for children with PMD by a curriculum that is based on functionality did not completely satisfy theoretical principles. This can be partially explained because the concept of functionality is a broad and unspecific notion that can be implemented in various ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10