The curriculum for children with severe and profound learning difficulties at Stephen Hawking School

Abstract

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most appropriate way of meeting the educational needs of children working at the earliest stages of development. The staff at Stephen Hawking School, in east London, have been reviewing their curriculum over the past two years to try and meet the needs of their changing population, the needs of the National Curriculum and the suggestions and proposals in both the Rose and Cambridge reviews.s ufl_1471 25..32

Assessing progress in children with severe/profound intellectual disabilities: what are the issues?

“…Further, there is the necessity for parents and carers of all children to feel that our education systems are ensuring that their children reach their full potential (Hodge & Runswick-Cole, 2008). Thus, measuring progress must be achieved using other methods (Rayner, 2011) and if the progress of these children cannot be measured on their academic performance, how are we to measure progress and what are we going to measure?…”

“…Changes were made in that hospitals and institutionalised establishments were closed and children with ID taught in special schools using an adapted curriculum to fit the children's needs. The National Curriculum was first introduced as part of the Education Reform Act in 1988 along with National Curriculum assessments, but teachers found that it was totally unsuitable for children in special schools (Rayner, 2011). It was not until 1998 that Pre-National Curriculum Performance Scales (DfE 2014) or 'P Scales' (later called levels) were launched to assess students with intellectual disabilities working below the level of National Curriculum tests and assessments.…”