Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making
The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-09-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/9/529 |
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| author | Satu Peltomäki Raija Pirttimaa Kirsi Pyhältö Elina K. Kontu |
| author_facet | Satu Peltomäki Raija Pirttimaa Kirsi Pyhältö Elina K. Kontu |
| author_sort | Satu Peltomäki |
| collection | DOAJ |
| description | The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thematic network analysis. The groups involved in the IEP goal-setting process were divided into main and side mediators. The main mediators were described as significant collaborators with important knowledge of the pupil, while side mediators rarely participated in the process. The special education teachers appeared to be leading the collaboration and were positioned in the middle of the main and side mediators. Further research should focus on the implementation of parents’ collaborative positions. Furthermore, practices and methods should be developed to reinforce the positions of group home staff, special education teacher colleagues and pupils with the AACM or PIMD themselves. |
| first_indexed | 2024-03-10T07:44:14Z |
| format | Article |
| id | doaj.art-25ec7fcc25ef4fbd8f3afc5e6a4f8372 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T07:44:14Z |
| publishDate | 2021-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-25ec7fcc25ef4fbd8f3afc5e6a4f83722023-11-22T12:45:36ZengMDPI AGEducation Sciences2227-71022021-09-0111952910.3390/educsci11090529Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum MakingSatu Peltomäki0Raija Pirttimaa1Kirsi Pyhältö2Elina K. Kontu3Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandDepartment of Education, University of Jyväskylä, 40014 Jyväskylä, FinlandFaculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandFaculty of Social Sciences, Tampere University, 33014 Tampere, FinlandThe activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thematic network analysis. The groups involved in the IEP goal-setting process were divided into main and side mediators. The main mediators were described as significant collaborators with important knowledge of the pupil, while side mediators rarely participated in the process. The special education teachers appeared to be leading the collaboration and were positioned in the middle of the main and side mediators. Further research should focus on the implementation of parents’ collaborative positions. Furthermore, practices and methods should be developed to reinforce the positions of group home staff, special education teacher colleagues and pupils with the AACM or PIMD themselves.https://www.mdpi.com/2227-7102/11/9/529Individual Education Planactivity-area based curriculum modelprofound intellectual and multiple disabilitiesgoal-settingcollaborationcurriculum |
| spellingShingle | Satu Peltomäki Raija Pirttimaa Kirsi Pyhältö Elina K. Kontu Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making Education Sciences Individual Education Plan activity-area based curriculum model profound intellectual and multiple disabilities goal-setting collaboration curriculum |
| title | Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making |
| title_full | Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making |
| title_fullStr | Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making |
| title_full_unstemmed | Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making |
| title_short | Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making |
| title_sort | setting individual goals for pupils with profound intellectual and multiple disabilities engaging in the activity area based curriculum making |
| topic | Individual Education Plan activity-area based curriculum model profound intellectual and multiple disabilities goal-setting collaboration curriculum |
| url | https://www.mdpi.com/2227-7102/11/9/529 |
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