| Autor: |
Rendoth, Tess, Duncan, Jill, Foggett, Judith |
| Předmět: |
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| Zdroj: |
Journal of Research in Special Educational Needs; Jan2022, Vol. 22 Issue 1, p76-88, 13p, 2 Diagrams, 2 Charts |
| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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