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A Modification Perspective of Special Education Curriculum

A Modification Perspective of Special Education Curriculum A MODIFICATION PERSPECTIVE OF SPECIAL EDUCATION CURRICULUM: INTRODUCTION Sandra B. Cohen Discusses curriculum modification and provides an overview of the special issue. Th e focus chosen for this year's special issue of Academic Therapy is curriculum modification. Curriculum development within the field of special education for learners with mild handicaps has often taken a backseat to instructional development. Emphasis is frequently given to alternative instructional strategies that are used to teach the accepted curriculum effectively. The contributions of the authors in this volume direct the reader's attention toward a curriculum focus that views special education curriculum more as a process of modification than as a unique and separate body of educational content. All teachers have spent time in courses and activities related to the development of curriculum. Commonly, curriculum funda- mentals are covered in initial coursework in the teacher training sequence and then periodically referred to throughout the remain- der of the teacher education process. As a result, when asked to define the concept of curriculum, most preservice teachers would not hesitate to respond that it is the WHA T or body of content MARCH 1990 391 that is taught within the classroom. Expanding upon the term usually leads http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

A Modification Perspective of Special Education Curriculum

Cohen, Sandra B.
Academic Therapy , Volume 25 (4): 4 – Mar 1, 1990
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345129002500402
Publisher site
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Abstract

A MODIFICATION PERSPECTIVE OF SPECIAL EDUCATION CURRICULUM: INTRODUCTION Sandra B. Cohen Discusses curriculum modification and provides an overview of the special issue. Th e focus chosen for this year's special issue of Academic Therapy is curriculum modification. Curriculum development within the field of special education for learners with mild handicaps has often taken a backseat to instructional development. Emphasis is frequently given to alternative instructional strategies that are used to teach the accepted curriculum effectively. The contributions of the authors in this volume direct the reader's attention toward a curriculum focus that views special education curriculum more as a process of modification than as a unique and separate body of educational content. All teachers have spent time in courses and activities related to the development of curriculum. Commonly, curriculum funda- mentals are covered in initial coursework in the teacher training sequence and then periodically referred to throughout the remain- der of the teacher education process. As a result, when asked to define the concept of curriculum, most preservice teachers would not hesitate to respond that it is the WHA T or body of content MARCH 1990 391 that is taught within the classroom. Expanding upon the term usually leads

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Academic Therapy – SAGE

Published: Mar 1, 1990

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