Conceptualising inclusive curricula for learners with complex special educational needs: narrowing the design gap between commonality and difference

ABSTRACT

The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers.

KEYWORDS:

• Inclusion
• special educational needs
• inclusive curriculum
• curriculum design
• curriculum framework

SUSTAINABLE DEVELOPMENTAL GOALS:

• SDG 3: Good health and well-being
• SDG 4: Quality education
• SDG 10: Reduced inequalities

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Barry Morrissey

Dr. Barry Morrissey completed his doctoral studies at the Institute of Education in Dublin City University (DCU). His research is broadly concerned with Social, Personal & Health Education and inclusion for learners with special educational needs. He works full time as principal of an equality-based primary school and previously worked as a curriculum advisor with Ireland's Professional Development Service for Teachers.

Fiona King

Dr. Fiona King is Associate Professor in the School of Inclusive and Special Education in DCU.

Seline Keating

Dr. Seline Keating is Associate Professor in the School of Human Development in DCU.