Prepared by the
Curriculum Development Council Issued by the
Curriculum Development Institute Education Department

• 1.1 Definition of Children with Special Educational Needs
• 1.2 Aims of the Special Education Curriculum
  • General Aims
  • Specific Aims
• 1.3 Flexibility in Curriculum Planning
• 1.4 Special Education Co-ordinating Committee
• 1.5 Curriculum Guides for Children with Special Educational Needs

• 2.1 Background
• 2.2 Definition of Maladjustment
• 2.3 Characteristics of Maladjusted Children
  • 2.3.1 Family
  • 2.3.2 School
  • 2.3.3 Learning
  • 2.3.4 Social Aspect
• 2.4 Factors Inducing Maladjustment
  • 2.4.1 Family
  • 2.4.2 School
  • 2.4.3 Society
• 2.5 Specific Aims of Education for Maladjusted Children
• 2.6 Educational Strategies and Intervention
• 2.7 Aims of this Curriculum Guide

• 3.1 Some Guiding Principles in Structuring the Curriculum and Selecting the Curriculum Content
  • 3.1.1 Development of a Balanced Curriculum
  • 3.1.2 Development of Multiple Intelligences
  • 3.1.3 Tailoring with Consideration of Curriculum Continuity and Internal Coherence
  • 3.1.4 Incorporation of Communication and Interpersonal Skills Training
  • 3.1.5 Relevance to Daily Living
  • 3.1.6 Content Comparable to Their Developmental Stage and Attainment Level
  • 3.1.7 Integration of Theoretical Studies and Practical Work
  • 3.1.8 Attention to Individual Differences
  • 3.1.9 Realistic Review of Achievement through Timely and Continuous Formative and Summative Assessment
  • 3.1.10 Multi-disciplinary Approach in Curriculum Design and Delivery
• 3.2 Structure and Content of Curriculum
  • 3.2.1 Curriculum Content for Primary Section of Schools for Social Development
  • 3.2.2 Curriculum Content for Secondary Section of Schools for Social Development
• 3.3 Curriculum Orientation
  • 3.3.1 Characteristics of Target Oriented Curriculum (TOC)
  • 3.3.2 Implication on Schools for Social Development
• 3.4 Curriculum Organisation
  • 3.4.1 Curriculum Tailoring
  • 3.4.2 Mastery Learning
  • 3.4.3 Modular Curriculum
  • 3.4.4 Curriculum Integration
• 3.5 Teaching Strategies
  • 3.5.1 Strategies for Improving Motivation
• 3.5.2 Strategies for Handling Individual Differences among Pupils in Academic Achievement
• 3.5.3 Strategies for Remedial Teaching
• 3.5.4 Strategies for Classroom Management

• 4.1 Aims of Personal and Social Development Programmes
• 4.2 Contents of Personal and Social Development Programmes
  • 4.2.1 Communication Skills
  • 4.2.2 Personal health, Hygiene and Appearance
  • 4.2.3 Understanding Feelings and Emotions
  • 4.2.4 Ways to Manage Negative Feelings and Emotions
  • 4.2.5 Enhancement of self-esteem
  • 4.2.6 Peer Relationship
  • 4.2.7 Problem Solving Skills
  • 4.2.8 Study Skills
  • 4.2.9 Mental Health
  • 4.2.10 Drug Education
  • 4.2.11 Family Life Education
  • 4.2.12 School Leavers Programme
• 4.3 Implementation of the Personal and Social Development Programme
  • 4.3.1 Modes of Implementation
  • 4.3.2 Strategy
  • 4.3.3 Personnel
  • 4.3.4 Assessments

• 5.1 Purpose of Assessment
  • 5.1.1 Preliminary Assessment
  • 5.1.2 Formative Assessment
  • 5.1.3 Summative Assessment
• 5.2 Mechanism of Assessment
• 5.3 Assessment Flow Chart
• 5.4 Areas and Methods of Assessment
  • 5.4.1 Academic Studies
  • 5.4.2 Personal and Social Development

• Appendix 1 - Schools for Social Development
• Appendix 2 - Applying the Theory of Multiple Intelligence
• Appendix 3 - TOC Subject Curriculum Framework
• Appendix 4 - Operation of Mastery Learning
• Appendix 5
  • Diagram 1 on Modular Curriculum
  • Diagram 2 on Modular Curriculum within a Subject
  • Diagram 3 on Modular Curriculum within a Curriculum
• Tables
  • Table 1 - Learning Areas and Learning Experience for Pupils in Primary Section of Schools for Social Development
  • Table 2 - Learning Areas and Learning Experience for Pupils in Secondary Section of Schools for Social Development
  • Table 3 - Common Learning Difficulties Presented by Maladjusted Pupils, Possible Causes and Suggested Remedial Teaching Strategies

• Membership of the Working Group on Guide to Curriculum for Maladjusted Children