A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities : Engaging in the Activity Area-Based Curriculum Making (2021)


Peltomäki, S., Pirttimaa, R., Pyhältö, K., & Kontu, E. K. (2021). Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities : Engaging in the Activity Area-Based Curriculum Making. Education Sciences, 11(9), Article 529. https://doi.org/10.3390/educsci11090529


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatPeltomäki, Satu; Pirttimaa, Raija; Pyhältö, Kirsi; Kontu, Elina K.

Lehti tai sarjaEducation Sciences

eISSN2227-7102

Julkaisuvuosi2021

Ilmestymispäivä10.09.2021

Volyymi11

Lehden numero9

Artikkelinumero529

KustantajaMDPI

JulkaisumaaSveitsi

Julkaisun kielienglanti

DOIhttps://doi.org/10.3390/educsci11090529

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusKokonaan avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/77868


Tiivistelmä

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.


YSO-asiasanatkehitysvammatkehitysvammaisetmonivammaisuuserityisopetusopetussuunnitelmatHOJKSoppimistavoitteet

Vapaat asiasanatactivity-area based curriculum model; profound intellectual and multiple disabilities; goal-setting; collaboration; curriculum; semi-structured interviews; thematic network analysis


Liittyvät organisaatiot

JYU-yksiköt:


OKM-raportointiKyllä

Raportointivuosi2021

JUFO-taso1


Viimeisin päivitys 2024-25-03 klo 09:10