The Curriculum for Children with Severe and Profound Learning Difficulties at Stephen Hawking School

Autor/in	Rayner, Matthew
Titel	The Curriculum for Children with Severe and Profound Learning Difficulties at Stephen Hawking School
Quelle	In: Support for Learning, 26 (2011) 1, S.25-32 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/j.1467-9604.2010.01471.x
Schlagwörter	National Curriculum; Learning Problems; Educational Needs; Severe Mental Retardation; Developmental Stages; Curriculum Development; Academic Accommodations (Disabilities); Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lernproblem; Educational need; Bildungsbedarf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland
Abstract	The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most appropriate way of meeting the educational needs of children working at the earliest stages of development. The staff at Stephen Hawking School, in east London, have been reviewing their curriculum over the past two years to try and meet the needs of their changing population, the needs of the National Curriculum and the suggestions and proposals in both the Rose and Cambridge reviews. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10