Distinctiveness of curriculum provision at 14 to 16 for students with learning difficulties: opportunities and challenges
2005; Wiley; Volume: 32; Issue: 1 Linguagem: Inglês
10.1111/j.0952-3383.2005.00364.x
ISSN1467-8578
AutoresHazel Lawson, Sue Waite, Christopher T. Robertson,
Tópico(s)Disability Education and Employment
ResumoBritish Journal of Special EducationVolume 32, Issue 1 p. 12-20 Distinctiveness of curriculum provision at 14 to 16 for students with learning difficulties: opportunities and challenges Hazel Lawson, Corresponding Author Hazel Lawson Hazel Lawson Faculty of Education The University of Plymouth Douglas Avenue Exmouth Devon EX8 2AT Email: [email protected]Search for more papers by this authorSue Waite, Sue WaiteSearch for more papers by this authorChristopher Robertson, Christopher RobertsonSearch for more papers by this author Hazel Lawson, Corresponding Author Hazel Lawson Hazel Lawson Faculty of Education The University of Plymouth Douglas Avenue Exmouth Devon EX8 2AT Email: [email protected]Search for more papers by this authorSue Waite, Sue WaiteSearch for more papers by this authorChristopher Robertson, Christopher RobertsonSearch for more papers by this author First published: 21 April 2005 https://doi.org/10.1111/j.0952-3383.2005.00364.xCitations: 14 The curriculum guidelines culminating from this research project, Key Stage 4 for students with learning difficulties we re published on the Qualifications and Curriculum Authority's web site http://www.qca.org.uk in March 2004. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract In this article, Hazel Lawson, principal lecturer in education at the University of Plymouth, Sue Waite, a researcher at the University of Plymouth, and Christopher Robertson, lecturer in special and inclusive education at the University of Birmingham, discuss the curriculum for students with severe and profound and multiple learning difficulties at ages 14 to 16. This phase of schooling, referred to as Key Stage 4 in the English system, is characterised, in mainstream settings, by examination processes. Drawing upon research work carried out for the Qualifications and Curriculum Authority, they argue that developing a distinctive curriculum offer for students with severe and profound and multiple learning difficulties in Key Stage 4 presents both opportunities and challenges. Setting their argument in the context of current proposals for the reform of education between the ages of 14 and 19 in England, they highlight issues including the desire to maintain breadth and balance while meeting individual needs and preferences; progression towards more facilitative pedagogies and a diversity of contexts for learning; and tensions between providing continuity and introducing change intended to promote increased student autonomy. This article will be of direct interest to policy makers and practitioners in mainstream and specialist settings. 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