Achievement and Problems of Curriculum Studies: Education for Children With Multiple Disabilities: A Review

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  • ICHIKI Kaoru
    Department of Special Education, Fukuoka University of Education

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  • 重複障害教育におけるカリキュラム研究の到達点と課題
  • チョウフク ショウガイ キョウイク ニ オケル カリキュラム ケンキュウ ノ トウタツテン ト カダイ

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Abstract

The present article reviews the current situation with respect to curriculum structure and trends in research on curriculum studies in the area of education for children with multiple disabilities. After the curriculum was revised in 1971, many studies examined education for individual children with multiple disabilities who had various conditions. Most of those articles reported case studies relating to understanding children with multiple disabilities who can barely move, and to attempts to change the behavior of children with multiple disabilities by educational practice. However, few studies have been done on the design of curriculum for these children. Teachers of children with profound and multiple disabilities are uncertain about how to plan their teaching, which suggests that this might reflect a limit to "child-centered" education. When curriculum management was regarded as important, curriculum studies had to recognize commonalities between regular education and special needs education. The present results suggest that it may be necessary to investigate and construct curriculum for children with multiple disabilities in cooperation with schools and agencies that are conducting research on school-based curriculum development.

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