From product to process in curriculum planning: a view from Britain

Area of Science:

• Special Education
• Educational Psychology

Background:

• The rise of reductionist approaches in special education.
• The increasing dominance of Individualized Education Programs (IEPs) in Britain and North America.
• Inspiration drawn from scholars like Poplin, Heshusius, and Iano, who advocate for a holistic worldview.

Purpose of the Study:

• To trace the emergence of IEPs in the British special education system.
• To identify and discuss the limitations of the behavioral objectives model and its associated IEPs.
• To introduce and advocate for a process model as an alternative to the product-oriented approach in curriculum planning.

Main Methods:

• Historical analysis of the development of IEPs in Britain.
• Critical examination of the behavioral objectives model within special education.
• Conceptual development and proposal of a process model for curriculum planning.

Main Results:

• Identification of concerns regarding the pervasiveness of IEPs and the behavioral objectives model.
• Demonstration of the limitations inherent in a product-focused approach to special education.
• Introduction of a process model as a viable alternative for curriculum development.

Conclusions:

• A call for a paradigm shift in special education from reductionism to holism.
• The proposed process model offers a more effective framework for curriculum planning than traditional IEPs.
• Moving towards a process-oriented approach can better serve the needs of students in special education.