DESIGN
OF THE CURRICULUMDESIGN
OF THE CURRICULUM
Continuity and linkage are the key concepts in all curriculum designs.
To achieve continuity in learning, it is essential that the school should have curriculum objectives communicated to all teaching and specialist staff as well as parents and involve them in curriculum development. In addition, in designing learning materials for the children, learning experiences have to be well sequenced so that learning can be built upon existing knowledge, concepts, skills and attitudes. An effective record system should also be established within the school and shared with those schools or centres which provide professional support for the children. This record system is useful for planning learning materials and monitoring the progress of the children, particularly in time of transition arising, for example, from the change of teachers, schools or living environment.
In order that the children can be equipped to live, work and integrate into the community, the curriculum should emphasize the training ofindependent living skills,social skills,problem-solving skills andpre-vocational skills in the children, with focus on the training of basic work skills and the development of good work habits, a positive work attitude and an understanding of one's rights and obligations in work situations. The children's successful transition from the school to open or sheltered employment often depends on whether the curriculum is relevant to the resources and demands of the community. It is essential to equip them with the above skills before they leave school and to prepare them and their parents for the transition which they have to undergo from a school setting to a work environment.
Since one of the aims of the special education curriculum is to help the children develop their potential and cope with daily life, the curriculum for them should be as broad and balanced as that for children in mainstream schools and the educational expectations as high as these children can achieve. Therefore, this curriculum should not be designed in isolation from the mainstream curriculum; instead, it should be seen as its variation, catering to the varied needs of the children. A developmental approach should be adopted in which the learning needs of the children at all stages of development are taken into account. Functional elements should be emphasized in the curriculum content to develop their daily living skills.
Since one of the aims of the special education curriculum is to help the children develop their potential and cope with daily life, the curriculum for them should be as broad and balanced as that for children in mainstream schools and the educational expectations as high as these children can achieve. Therefore, this curriculum should not be designed in isolation from the mainstream curriculum; instead, it should be seen as its variation, catering to the varied needs of the children. A developmental approach should be adopted in which the learning needs of the children at all stages of development are taken into account. Functional elements should be emphasized in the curriculum content to develop their daily living skills.
The following diagram will illustrate the six areas of learning, the basic subjects and the elements of learning :
The following is a brief description of the combinations and content of the suggested modules in each subject. The suggested list of modules is not exhaustive. The teacher may include additional modules in the list as required and design curriculum materials to meet the learning needs of individual children in the class.
LANGUAGE
(1) Pre-verbal Skills Training
Pre-verbal skills training is very important to the children's language development. The early part of the training should focus on eye contact, sitting still, concentration, imitation, turn-taking, response to the environment and people around, knowing one's own name and the names of everyday-used objects, following instructions, etc.
(2) Verbal Communication, Comprehension and Expressive Skills
Language and communication skills include not only the ability to use speech as a means of communication, but also interpretation and the use of non-verbal and symbolic means of communication. The development of language and communication skills helps the children to grasp concepts, understand speech, organise their thoughts, and express their thoughts and feelings.
(3) Listening, Speaking, Word Recognition, Reading and Writing Skills
The children need to learn the basic vocabulary and expressions required for social and survival purposes, e.g. 'male/female toilet', 'exit', 'fire alarm', 'danger', 'poison', etc. and to read addresses, simple notices, instructions, newspapers, etc. They should also learn to fill in forms and to write simple notes and letters.
3.3.2
(1) Pre-number Concepts
(2) Functional Mathematics and Use of CalculatorsPre-number concepts help to develop the children's power of understanding, observation and analysis required in daily life and in learning functional mathematics at a later stage. Pre-number concepts include the concepts of colours, shapes, sizes, weights and measures, capacity, etc. These concepts can be learnt through such activities as matching, classifying, comparing, etc.
The aim of Functional Mathematics is to help the children cope with daily life. Knowledge of numbers, basic weights and measures enables them to solve related problems in daily life. Proper concept of time enables them to use and apportion their time sensibly. Through this module, the children learn the concept of money and common transactions in modern society, e.g. the face value of different denominations, change, percentage, interest rate, payment by instalments, etc. The children should also be exposed to the functions and use of the calculator.
3.3.3
Computer Learning includes3.3.4 SELF-CAREComputer Literacy andComputer Assisted Learning. Computer Literacy helps to develop in the children an interest in the computer and the ability to operate it, and enables them to understand how the computer ties in with their daily life. It also helps to develop the children's ability to use different kinds of computerised facilities so that they can cope better with future computerised commodities.Computer Assisted Learning (CAL) helps to motivate the children to learn and helps them learn better, using interesting software. Besides, the operation of the computer (the keyboard, the mouse, the joystick, etc.) is in itself a good perceptual motor training, thus providing rehabilitation for the children.3.3.5The aim of Self-Care is to develop in the children the ability to take care of themselves and to cope with their daily life, so that they can achieve independence. The training covers such areas as feeding, toileting, personal hygiene, dressing, attending to one's clothes and other personal belongings, observing safety rules, etc.
GENERAL STUDIESGeneral Studies integrates the subjects of Science, Social Studies and Health Education. It helps the children to know themselves and the environment; to take care of themselves; to develop good habits and a positive attitude towards people and things and to adapt themselves to the environment. The learning materials should be designed according to the children's abilities and related to their daily life experiences. The following are examples of related modules:
(1) Growth and Sex Education
The children need to be made aware of their physical growth and changes and taught to tackle related problems arising particularly at puberty. They should learn to pay attention to personal and environmental hygiene; learn about their sex role and develop a proper attitude towards the opposite sex and family life. They should also learn how to protect themselves from sexual abuse.
(2) Social Skills
Social Skills involves the development of inter-personal skills in the children, so that they can behave in acceptable ways in different situations. It is the development of an awareness of the family, the school and society in the children that encourages them to participate in team work and group activities. It also involves the development of personality and the inculcation of a sense of value and a positive attitude in the children.
(3) Use of Leisure
The children should be encouraged to take up aesthetic and creative pursuits, games, sports and other hobbies. These activities would offer them opportunities to learn to communicate and co-operate with others in group work. The module also helps to develop good habits in the children and to provide pastime for them so that they can use their time gainfully, thus enriching their life.
(1)Perceptual Training(2)Perceptual training helps to develop the children's abilities to use the senses (which include auditory, visual, tactile, taste and smell); to concentrate; to discriminate and to gather relevant information for concept formation. Such training helps to promote their motor and perceptual co-ordination for a better control of their movements. It helps to build up their body image; makes them better aware of the environment and enables them to respond appropriately to changes.
Motor Co-ordination
(a)Fine Motor Training(b)Fine motor training helps to develop the children's basic living skills, such as using a spoon, a pen, or chopsticks, grasping, buttoning, knotting, etc. The training also helps to prepare the children for other work skills which they may learn later in life. Therefore, they need to be able to master their fine motor skills.
Gross Motor TrainingThe children's capacity for body movements relates closely to their gross motor development. Provided that they can master their gross motor skills, they are capable of performing such movements as sitting, standing, walking, going up and down stairs, running, jumping, throwing, pushing, balancing, etc. Gross motor training is therefore particularly important to those children who have difficulties in motor development.
In fact, if the children are to cope with their everyday needs, apart from their capacity for movements involving the use of their fine motor and gross motor skills, they have to be trained in the co-ordination of their motor and perceptual abilities.
3.3.8Physical training and activities serve to promote the children's physical and perceptual motor development; inculcate sportsmanship in them and develop their interest in different kinds of sports so that they can appreciate and participate in them. Through group activities, the children learn the importance of co-operation and develop a sense of belonging and a sense of responsibility to the group.
3.3.9Through listening to music, playing musical instruments, singing and participating in other musical activities, the children learn to enjoy and appreciate music. Music helps to stimulate their senses and enhance their auditory discrimination and language development. Musical activities enable the children to achieve self-discipline and develop their ability to co-operate with others in group activities. Through rhythm and movement, the children learn to explore the types of movement they can achieve with various parts of their bodies and to express themselves with these body movements.
3.3.10Art and Craft is concerned with the children's ability to respond emotionally and intellectually to sensory experiences. It helps to develop their awareness of quality and appreciation of beauty. It also helps to enhance their creativity, their power of observation and imagination, their awareness of the environment and interest in it. Through creative activities in a group setting, the children also learn to communicate and co-operate with each other.
3.3.11The aim of Home Economics is to provide the children with knowledge of home management such as self-grooming, home safety, personal budgeting, etc. so that they can be independent. Besides, knowledge and skills in cooking, needlework, dress making, etc. also help the children grow up to be independent.
3.3.12In Design and Technology, the children learn technical drawing, using pencils and set-squares. This is useful for expressing their ideas in drawings. Training in the use of hand tools (e.g. screwing and nailing) helps the children to solve problems in their daily life. Besides, training in polishing and jointing also enables them to do repairs at home. Knowledge of the mechanical principles in lever and pulleys also helps to enhance the children's power of analysis.
Training in independent living skills enables the children to take care of themselves and to cope with daily life. It also prepares the children for work after leaving school, equiping them with basic work skills and a positive work attitude, thus improving their job opportunities and adjustment to work situations. The areas of learning should be diversified, covering knowledge of work safety and training in communication skills, social skills, shopping skills, interview techniques, etc.
Apart from the above twelve basic subjects, schools may add to the curriculum content by introducing additional elements of learning, such as Putonghua, practical English vocabulary, etc. to the school according to the children's abilities and their needs in daily life. The MH curriculum is thus in keeping with curriculum development in mainstream education and the changing needs of society.
