A1 Journal article (refereed)
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 authors or editors


Publication details

All authors or editors: Peltomäki, Satu; Pirttimaa, Raija; Pyhältö, Kirsi; Kontu, Elina K.

Journal or series: Education Sciences

eISSN: 2227-7102

Publication year: 2021

Volume: 11

Issue number: 9

Article number: 529

Publisher: MDPI

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.3390/educsci11090529

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77868


Abstract

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.


Keywords: intellectual disabilities; people with intellectual disabilities; multiple disabilities; special education (teaching); curricula; individual education plan; learning objectives

Free keywords: activity-area based curriculum model; profound intellectual and multiple disabilities; goal-setting; collaboration; curriculum; semi-structured interviews; thematic network analysis


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Ministry reporting: Yes

Preliminary JUFO rating: 1


Last updated on 2021-21-09 at 14:56