IMPLEMENTATION OF CURRICULUM

After designing the curriculum, it must be effectively delivered. The following are some points to consider when we implement the curriculum in schools for physically handicapped children.

 

5.1 Teaching Strategies

The following are some suggestions on the ways of helping pupils learn.

5.1.1 Group Teaching

Pupils are grouped according to their attainment, rate of progress, handicapping conditions and age.

The same pupil may join different groups for different subjects and learning programmes because a pupil may function at different levels or have different needs in different learning areas. When pupils are placed in groups of members with similar ability and needs, they may be better stimulated to learn with fellow pupils progressing at similar paces. Moreover, it facilitates more efficient planning and implementation of the adapted curriculum designed by teachers and paramedical staff.

5.1.2

Individualized Educational Programme (IEP)

Each pupil has his/her individual abilities and needs. It is essential for both teaching and non-teaching staff to formulate learning targets unique to each pupil which are the bases for the curriculum design. Both long term and short term learning targets should be identified covering overall development or specific needs including daily living skills training and learning of school subjects.

Individualized Educational Programmes should be planned on the bases of these targets. The programmes may be conducted in groups or taught as cross subject learning programmes by teachers and paramedical staff.

5.1.3 Learning through Practice

Besides including activities such as role playing in imitated environment to assist learning in the classroom, we should let physically handicapped pupils have actual daily living experience in their communities. Therefore schools need to make arrangements for their pupils to use the community facilities so that they can adjust well to society after leaving school.

5.1.4 Time-tabling

To facilitate the implementation of group teaching, Individualized Educational Programmes and various learning programmes, special techniques are required in time-tabling.

(1) Allocation of time to different subjects in the time table

To cater for the varying learning abilities and needs of the pupils, the following modes of time allocation to subjects are suggested for reference :

(a)	Number of periods for core subjects is larger than that for optional subjects. This mode is recommended for pupils aiming at receiving mainstream education or entering open employment.
(b)	The number of periods for core subjects and that for optional subjects are the same.
(c)	The number of periods for core subjects is smaller than that for optional subjects.

*Some learning programmes may be incorporated in lessons of different subjects.

(2) The following arrangements may be considered in time-tabling and grouping :

(a)	Place pupils in appropriate groups for different subjects
(b)	Allocate teaching areas and staff skilfully to facilitate appropriate grouping of pupils
(c)	Arrange for both teaching and non-teaching staff to take part in teaching e.g. in PE lessons or outing for experience in the community
(d)	Provide individual teaching or training for pupils who need it

No matter which strategy is adopted, keeping records of learning programmes and curriculum for different groups is very important. The record should include learning targets, learning contents and their levels, pupils' performance and evaluation. This can serve as reference when similar curriculum is implemented in future.

To facilitate the implementation of group teaching, Individualized Educational Programmes and various learning programmes, special techniques are required in time-tabling.

 

5.2 Assessment and Review of the Curriculum

5.2.1 Purpose of Assessment

Through assessments, pupils can get a real picture of their progress. This can guide and stimulate their learning. Moreover, teachers can understand the progress and attainment of individual pupils and identify their strengths and weaknesses so that appropriate support can be rendered.

Generally speaking, the purposes of assessment are as follows:

(1)	Identify pupils' need in learning
(2)	Help teachers plan pupils' learning programmes
(3)	Indicate which targets have been reached and which have not
(4)	As a means for continual review

5.2.2 Function and Appropriate Time of Implementing Assessment

For various purposes, assessment should be continual. At the different stages of learning, assessment can perform the following functions :

(1)

Preliminary Assessment

We should assess pupils' abilities and knowledge before teaching and learning take place. The purpose is to establish their baselines for learning so that there should not be over-estimation or under-estimation of their abilities and attainment. Then learning targets appropriate to their needs can be more precisely and effectively set.

(2)

Formative Assessment

Formative assessment refers to the ongoing assessment of pupils’ learning and progress throughout a learning programme or stage and describes how pupils are working towards their learning targets. (General Introduction to Target Oriented Curriculum, Education Department, Hong Kong, 1994)

These assessments help teachers, paramedical staff and other professionals review pupils’ learning progress continually so that they may prescribe revisions in curriculum, targets and strategies based on the assessment results.

(3)

Summative Assessment

Summative assessment refers to the assessment of pupils' overall progress at finishing points of learning stages, such as the end of a school term, a school year or the learning of a unit and is designed to provide a comprehensive and summary description of performance and progress of pupils' learning. (

General Introduction to

Target Oriented Curriculum, Education Department, Hong Kong, 1994)

Physical handicap may be a permanent condition. The ultimate aim of educating physically handicapped children is to help them develop their potential so that they can integrate into society. To ensure that they are progressing towards this goal, summative assessment, involving all professionals, pupils and their parents, is very important. At the end of each stage of learning, there should be summative assessments which may show whether the pupils have reached the learning targets. If they have, then they can proceed to a higher stage. So step by step they can be helped to get ready for integration which includes entering higher education, vocational training or different modes of employment. If the assessment results are not satisfactory, diagnosis of the problems and modification of intervention plans are necessary.

The relationship between assessment and review of curriculum is shown in the flow chart below :

 

Flow chart on assessment, teaching and review

5.2.3 Methods of Assessment

The performance of pupils should be appraised by different methods and modes of assessment according to the kinds of modified curriculum that they have taken.

Besides the usual homework, class work, test and examinations, checklist is another type of assessment tool. The performance indicators are usually observable behaviours. Each school can compile its school-based checklists.

Of course, observing the performance of the pupils in school is the most blockquoteect and simple way of assessment. Teachers and other staff may also assess their learning abilities in all aspects through interviews of parents at school or home visits.

No matter which method is employed, all assessments should satisfy the following conditions:

(1)	Based on criterion referencing principles;
(2)	Cover a wide range of appropriate assessment methods and reporting strategies which are planned before programme implementation;
(3)	Describe objective assessment criteria and activities for each learning target;
(4)	Apply various forms of assessment activities e.g. practical tasks, observation of pupils’ daily performance, oral questions and answers, discussion, checklists, skill or performance descriptions and projects;
(5)	Keep objective and detailed reports;
(6)	Assessments are effective and reliable;
(7)	Recognize the complexity of pupils' performance in various aspects and that a single assessment is not reliable enough for a decisive conclusion.

5.2.4 Learning Records

At present most schools are using

marks or

grades together with

comments to record pupils' progress. If their learning targets together with to what extent they have achieved the targets can be shown, then pupils' abilities are even better

reflected. Pupils' learning records can also be utilized when they are referred out from school apart from being used for review of their learning progress and performance in learning programmes and learning groups, for consideration for curriculum revision.