Returning to the basics: a curriculum at Harperbury Hospital School
Returning to the basics: a curriculum at Harperbury Hospital School
In 1985 the curriculum for our students was typical of schools for students with severe learning difficulties. The written curriculum was based on the skills analysis model (see Crawford 1980, Gardner et al. 1983), with core areas of development subdivided into components, and each component having a list of target behaviours. For every pupil there were written aims and objectives for each component and a written programme specifying how she/he would be taught and where the objective fitted against a checklist of skills. Core areas included motor development, social skills, self-help, language, number, play/leisure skills and behaviour. This type of curriculum dictated intricate, highly structured teaching methods based on behavioural techniques including shaping, fading, prompting and chaining (see Kiernan et al. 1978, Gardner et al. 1983).
200-210
Hewett, Dave
c169802f-a43c-4a28-8c34-a7e64eca1159
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
1 January 2013
Hewett, Dave
c169802f-a43c-4a28-8c34-a7e64eca1159
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Hewett, Dave and Nind, Melanie
(2013)
Returning to the basics: a curriculum at Harperbury Hospital School.
In,
Curricula for Diversity in Education.
Taylor & Francis, .
(doi:10.4324/9781315003047-29).
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Abstract
In 1985 the curriculum for our students was typical of schools for students with severe learning difficulties. The written curriculum was based on the skills analysis model (see Crawford 1980, Gardner et al. 1983), with core areas of development subdivided into components, and each component having a list of target behaviours. For every pupil there were written aims and objectives for each component and a written programme specifying how she/he would be taught and where the objective fitted against a checklist of skills. Core areas included motor development, social skills, self-help, language, number, play/leisure skills and behaviour. This type of curriculum dictated intricate, highly structured teaching methods based on behavioural techniques including shaping, fading, prompting and chaining (see Kiernan et al. 1978, Gardner et al. 1983).
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Published date: 1 January 2013
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Local EPrints ID: 504276
URI: http://eprints.soton.ac.uk/id/eprint/504276
PURE UUID: 0cd5cead-9b3d-4249-bc20-4fd677c3d9ba
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Date deposited: 02 Sep 2025 17:07
Last modified: 03 Sep 2025 01:40
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Dave Hewett
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