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 editorsPeltomäki, Satu; Pirttimaa, Raija; Pyhältö, Kirsi; Kontu, Elina K.

Journal or seriesEducation Sciences

eISSN2227-7102

Publication year2021

Publication date10/09/2021

Volume11

Issue number9

Article number529

PublisherMDPI

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.3390/educsci11090529

Publication open accessOpenly available

Publication channel open accessOpen 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.


Keywordsintellectual disabilitiespeople with intellectual disabilitiesmultiple disabilitiesspecial education (teaching)curriculaindividual education planlearning objectives

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


Contributing organizations


Ministry reportingYes

Reporting Year2021

JUFO rating1


Last updated on 2024-25-03 at 09:10