This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Goddard, A. Search for Related Content PubMed PubMed Citation Articles by Goddard, A. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

From Product to Process in Curriculum Planning

A View From Britain

Alan Goddard received a degree in fine art from the University of Oxford and has studied at several other British universities. He is the former head of a school for pupils with learning difficulties, and his major professional preoccupation continues to be the establishment of a truly educational basis for the development of the curriculum in this sector of schooling. Address: Alan Goddard, 32 Clareville Road, Darlington, Co. Durham, England DL3 8NG.

I visited California in 1989 in order to meet Mary Poplin at the Claremont Graduate School. I had been deeply impressed by her two articles that had appeared the previous year in the Journal of Learning Disabilities (Poplin, 1988a, 1988b). It is always such a pleasure to meet someone of like mind. (The meeting seemed particularly poignant in light of the fact that at that time, back in Britain, the National Curriculum was rearing its ugly head.) The work of Lous Heshusius (1982, 1989, 1991, 1992) and Richard Iano (1986, 1989, 1990) has also given me much encouragement. All three writers rightly reject "reductionism" in special education and support an alternative world view: holism.

I am very concerned about the way that Individualized Education Programs (IEPs) dominate special education in both North America and Britain. The purposes of this article are to sketch an account of the rise of IEPs in Britain, to expose some problems presented by the behavioral objectives model and its associated IEPs, to introduce an alternative model—the process model—and to show the shift from a product to a process approach in curriculum planning.

Journal of Learning Disabilities, Vol. 28, No. 5, 258-263 (1995)
DOI: 10.1177/002221949502800501


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?