Premium
Developing the Curriculum for Children with Learning Difficulties: towards a grounded model
Author(s) -
Ireson Judith,
Evans Peter,
Redmond Patrick,
Wedell Klaus
Publication year - 1989
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192890150204
Subject(s) - curriculum , nonprobability sampling , documentation , mathematics education , qualitative research , curriculum development , grounded theory , curriculum theory , process (computing) , pedagogy , emergent curriculum , curriculum mapping , qualitative property , psychology , data collection , sociology , computer science , social science , population , demography , machine learning , programming language , operating system
A purposive sampling strategy was used to select 10 primary, 10 secondary and 10 special schools that were recommended for their work in developing curricula for children experiencing learning difficulty. The process of curriculum development in these schools was examined through interviews and curriculum documentation. A systematic method of qualitative data analysis was developed, based on a category framework which incorporated the teachers’ conceptualisations. A model of the process of curriculum development, built up from the consideration of the inter‐relationships of these categories, is presented and discussed.