Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-28T23:00:46.735Z Has data issue: false hasContentIssue false
  • English
  • Français

Curriculum Development and Planning for Special Education

Published online by Cambridge University Press:  26 February 2016

Malcolm Skilbeck
Malcolm Skilbeck*
Affiliation:
Curriculum Development Centre, Canberra
Get access Rights & Permissions [Opens in a new window]

Extract

The opportunity to participate in this conference is a welcome one. It is an honour to be invited to give a lecture which commemorates the work of an outstanding educator, Des English. To have the needs of special education brought directly to the attention of the Curriculum Development Centre in this way is timely and may well give a focus and an impetus to our thus far modest efforts in this direction. It is noteworthy that the conference has provided for a number of curriculum workshops in which particular dimensions of needs can be addressed. It is important that in those workshops specific needs are related systematically to overall curriculum design and development questions. There is added reason for this in the criticism within special education of the historic tendency to define and categorise qualities and conditions of need according to narrow or highly particularised criteria instead of setting curriculum tasks within a broad framework of aims and a wide and open definition of learning situations. This is perfectly understandable in view of the history of special education and the fact that we are concerned with a particular dimension and aspects of learning. There are institutional constraints, too, which are acknowledged in the Warnock Committee’s statement:

Type
Research Article
Information
Australasian Journal of Special Education , Volume 4 , Issue 2 , November 1980 , pp. 18 - 21
Copyright
Copyright © The Australian Association of Special Education 1980

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Chairman Mrs H. Warnock. London H.M.S.O. 1978 p. 208.Google Scholar
2. 1. Fred and Eleanor Schonell Educational Research Centre. A Survey of Special Education in Australia, (by R.S. Andrews et al) Mimeo 1980. Conducted for the Schools Commission.Google Scholar
2. Queensland Department of Education, University of Queensland, Mt Gravatt C.A.E. A Study of Special Education Curriculum Needs. Draft report, not for circulation, 1980. Conducted for the Curriculum Development Centre.Google Scholar
3. See for example:Google Scholar
Orlosky, D.E. and Smith, B.O. Curriculum Development, Chicago, Rand McNally, 1978.Google Scholar
Sockett, H. Designing the Curriculum, London, Open Books, 1976. (pp 31–33)Google Scholar
Shipman, M. and Raynor, J. Perspectives on the Curriculum, The Open University Press, E283 units 4 and 5, 1972.Google Scholar
Stenhouse, L. An Introduction to Curriculum Research and Development London, Heineman, 1975, ch. 4.Google Scholar
4. The point is documented for Australia in the forthcoming CDC series of publications on school-based curriculum development.Google Scholar
5. Curriculum Development Centre, Canberra. Triennial Program 1979–1982.Google Scholar
Curriculum Development Centre, Canberra. Annual Report 1978–1979 Google Scholar
Curriculum Development Centre, Act 1975 No. 41 of 1975.Google Scholar
6. On parents as Language Therapists for the intellectually handicapped. To be published in 1980.Google Scholar