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Personal oral narratives in a special school curriculum: an analysis of key documents
Author(s) -
Grove Nicola
Publication year - 2014
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12051
Subject(s) - narrative , flexibility (engineering) , curriculum , special needs , pedagogy , narrative inquiry , special education , psychology , sociology , mathematics education , political science , management , linguistics , psychiatry , economics , philosophy
Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed N ational C urriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils with special educational needs. This article explores the place of narrative in the policies, curriculum and assessment scheme of a special school catering for pupils across the range of ability. It is concluded that, while schools are free to prioritise according to pupils' needs, it is difficult to target oral narrative effectively in the absence of appropriate frameworks for setting goals and monitoring progress.