Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Abstract

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.

MultiSensory Music Drama with a student with severe/profound intellectual and multiple disabilities: A case study of teacher–researcher co‐production

“…Research on what constitutes 'good teaching' has a long history in general educational research (Hanushek & Rivkin, 2006), and we hope that the current work can contribute to discussions on what this means in the context of educational practice for students with the most complex needs (cf., Rendoth et al, 2022). Indeed, there is a well acknowledged need for more evidenceinformed educational interventions for learners with S/ PIMD (Hardesty-Jaynes, 2021; Munde & Zentel, 2020).…”

Application of Clustering Algorithm in English Proficiency Evaluation under the Framework of Big Data

“…But this is only the tip of the iceberg for the real meaning and value of these data storage, which is far from playing its proper value [6]. By recording students' learning ability, e ect, time, level, achievement, and thinking process through data, students can directly and figuratively grasp their learning progress [7]. rough the big data system, these information and data are recorded, sorted, counted and analyzed, so that teachers can more scientifically and comprehensively grasp students' learning trends, and students and parents can timely and objectively understand individual development [7].…”

“…By recording students' learning ability, e ect, time, level, achievement, and thinking process through data, students can directly and figuratively grasp their learning progress [7]. rough the big data system, these information and data are recorded, sorted, counted and analyzed, so that teachers can more scientifically and comprehensively grasp students' learning trends, and students and parents can timely and objectively understand individual development [7]. rough the big data analysis model, it focuses on the cross-sectional and horizontal evaluation of students' English level [8].…”

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

“…Teacher wellbeing research is not new (see Figure 1). However, there is scant robust empirical teacher wellbeing research specific to SE teachers in Australia, a sector of the education profession tasked with the responsibility to educate students who experience lower educational outcomes compared to their peers (Australian Institute of Health andWelfare, 2020, 2022;Rendoth et al, 2022). SE teachers can be subject to pressures from challenging student behaviour, complex and chronic disability caseload management, multiple role statements (applied and assumed), student achievement and lack of tenure in their current position (Cancio et al, 2018;Olagunju et al, 2021;Rae et al, 2017).…”