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ERIC Number: EJ894715
Record Type: Journal
Publication Date: 2010-Sep
Pages: 5
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1354-4187
Teaching Methods and Curriculum Models Used in Finland in the Education of Students Diagnosed with Having Severe/Profound Intellectual Disabilities
Kontu, Elina K.; Pirttimaa, Raija A.
British Journal of Learning Disabilities, v38 n3 p175-179 Sep 2010
Ten years ago children diagnosed as having severe/profound intellectual disabilities were allowed to attend and study in Finnish comprehensive schools. The nationwide intensive developmental work for creating a curriculum for this group of students began earlier, in the 1980s. The aim of this study was to discover what types of models of curriculums and which teaching methods are currently in use. The reason for this was the lack of recent research in this area, and the current strong emphasis on developing quality education for this group which continues to be focused away from segregated systems. The findings of this survey indicated that the most widely used principle for planning teaching directed at this group of students is based on normal psychological development of a young child. Of all teaching methods used the most popular ones were categorized as sensory and environmental enrichment and stimulation. Another large group of teaching methods was discovered to be based on behavior analysis.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland