A curriculum is actually “a program of instruction” that is prepared for the students’ learning process keeping them updated with the syllabus being followed in the modern world and promoting the “learners’ intellectual, personal, social and physical development” and it will be discussed in this paper…
This report approves that the authorities who are responsible for design school curriculums should keep in mind that the curriculum should portray what standard the school system aims to achieve and if it aims at all the students belonging to different ability levels. An ideal curriculum should be able to portray the objectives of children and young people as healthy individuals and disciplined citizens. It should spot out the results and outcomes regarding knowledge, skill and expertise. It should help each and every child make a progress in his academic and personal career, not only inside the care home but also in the outside world.
This essay makes a conclusion that designing a perfect curriculum that guarantees inclusive practice, especially in children residential schools and care houses, is a huge responsibility on the shoulders of the concerned school authorities. It as “a continuous, cyclic process” (Ministry of Education 2009) which involves an extensive decision-making process so as to meet the learners’ needs efficiently. The curriculum should be able to adjust both the curricular and non-curricular activities so that the students tend to learn different aspects of life and try to apply this learning in different areas of their personal lives. This way, not only they will be able to meet the academic demands of their curriculum, but also they will be able to excel in their everyday lives. Thus, inclusive practice is vital to engage students in the teaching process to eventually enhance their learning process. ...
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According to the paper an ideal curriculum design for inclusive practice in schools with the aim of improving children’s health and social care should help the students make predictions and decisions and efficiently solve the problems by bringing out examples from real life. Curriculum design for inclusive practice should so much keep the student engaged with the topic that they want to remain in the class even after the session is over so that they can discuss out the unclear concepts with the teacher and engage in problem solving.
The role of the teacher is not confined to the provision of knowledge to the child with special needs but also to stimulate, direct and promote the child to seek knowledge by himself (Rosy 2009). The paper focuses on the development of a medium term unit of work of about four to six weeks for a group of pupils with SEN in Key Stage 3.
Instructors should pay keen attention to aspects such as motivation, choice, and responsibility since they have a phenomenal influence on the learning process. Instruction is ineffective if it incorporates only one set of learning preferences.
There is a thin line between being educated and being learned. Brain-based learning is in real sense a no-brainer since the brain in intimately connected and involved with everything that the students and educators do at school. Thus, any disconnect among these paramount factors is an ultimate recipe for frustration as well as potential disaster.
By concentrating on the main needs of a course or program, it is easy to identify some elements of the curriculum that might hinder some learners from achieving their goals. The role is to redesign the course to decrease such potential barriers. This focuses on all students who may take the course or program in future (Jones & Mahony, 1989).
Department of Education, 2000). This literature review shall discuss the early stages of reading instruction, when students with learning disabilities often have difficulty acquiring the developmental skills related to reading, including orthographic and phonological awareness.
Significantly, dyslexia may be comprehended as "a learning difference, a combination of strengths and weaknesses, which affect the learning process in reading, spelling, writing and sometimes number and calculation. Dyslexic learners may also have accompanying weaknesses in short-term memory, sequencing and the speed at which they process information." (What is Dyslexia P 23).
reness, ability and understanding, which are necessary to perform a variety of physical activities, maintain physical fitness, and to enjoy as well as value physical activities as an ongoing part of a healthy lifestyle (Policy Department Structural and Cohesion Policies, 2007).