- Title
- Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review
- Creator
- Rendoth, Tess; Duncan, Jill; Foggett, Judith
- Relation
- Journal of Research in Special Educational Needs Vol. 22, Issue 1, p. 76-88
- Publisher Link
- http://dx.doi.org/10.1111/1471-3802.12544
- Publisher
- Wiley-Blackwell
- Resource Type
- journal article
- Date
- 2022
- Description
- 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.
- Subject
- inclusion; inclusive education; intellectual disabilities; severe disabilities; curriculum; policy; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1464651
- Identifier
- uon:47063
- Identifier
- ISSN:1471-3802
- Language
- eng
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