University of Bahrain
Scientific Journals

Academic and Functional Curricula for Students with Intellectual and Multiple Disabilities: Teachers’ Perceptions

Show simple item record Almalki, Nabil S. 2018-08-02T07:05:22Z 2018-08-02T07:05:22Z 2018-06-01
dc.identifier.issn 1726-5231
dc.description.abstract Students with intellectual and multiple disabilities face the question of whether they are taught using an academic or a functional curriculum. Previous writings on this issue have emphasized that the choice of curriculum has critical consequences for how these students will acquire the foundation for living and engaging successfully in community life. This study examined the extent to which academic and functional curricula were currently provided for students with these disabilities in the city of Riyadh, Saudi Arabia. It provided novel data on this question by examining the extent to which specific needs of these students were being met by both types of curriculum. The researcher conducted the quantitative design model, and the total sample of the study included 209 special education teachers. Where the meeting of these needs was concerned, it was found that provision of an academic curriculum in Riyadh schools ranged from weak to average levels, while provision of a functional curriculum ranged from average to high levels. Limitations and implications were presented.. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject special education teachers
dc.subject academic curricula
dc.subject functional curricula
dc.subject intellectual disabilities
dc.subject multiple disabilities
dc.title Academic and Functional Curricula for Students with Intellectual and Multiple Disabilities: Teachers’ Perceptions en_US
dc.title.alternative المنهج التعليمي والوظيفي للطلاب ذوي الإعاقات الفكرية والمتعددة: وجهة نظر المعلمين
dc.type Article en_US
dc.volume 19
dc.issue 02
dc.pagestart 648
dc.pageend 678
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

Files in this item

This item appears in the following Issue(s)

Show simple item record

Attribution-NonCommercial-ShareAlike 4.0 International Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International

All Journals

Advanced Search


Administrator Account