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dc.contributor.authorPeltomäki, Satu
dc.contributor.authorPirttimaa, Raija
dc.contributor.authorPyhältö, Kirsi
dc.contributor.authorKontu, Elina K.
dc.date.accessioned2021-09-21T11:56:04Z
dc.date.available2021-09-21T11:56:04Z
dc.date.issued2021
dc.identifier.citationPeltomäki, S., Pirttimaa, R., Pyhältö, K., & Kontu, E. K. (2021). Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities : Engaging in the Activity Area-Based Curriculum Making. <i>Education Sciences</i>, <i>11</i>(9), Article 529. <a href="https://doi.org/10.3390/educsci11090529" target="_blank">https://doi.org/10.3390/educsci11090529</a>
dc.identifier.otherCONVID_101087245
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77868
dc.description.abstractThe activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thematic network analysis. The groups involved in the IEP goal-setting process were divided into main and side mediators. The main mediators were described as significant collaborators with important knowledge of the pupil, while side mediators rarely participated in the process. The special education teachers appeared to be leading the collaboration and were positioned in the middle of the main and side mediators. Further research should focus on the implementation of parents’ collaborative positions. Furthermore, practices and methods should be developed to reinforce the positions of group home staff, special education teacher colleagues and pupils with the AACM or PIMD themselves.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI
dc.relation.ispartofseriesEducation Sciences
dc.rightsCC BY 4.0
dc.subject.otheractivity-area based curriculum model
dc.subject.otherprofound intellectual and multiple disabilities
dc.subject.othergoal-setting
dc.subject.othercollaboration
dc.subject.othercurriculum
dc.subject.othersemi-structured interviews
dc.subject.otherthematic network analysis
dc.titleSetting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities : Engaging in the Activity Area-Based Curriculum Making
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202109214940
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2227-7102
dc.relation.numberinseries9
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoHOJKS
dc.subject.ysoopetussuunnitelmat
dc.subject.ysomonivammaisuus
dc.subject.ysooppimistavoitteet
dc.subject.ysokehitysvammaiset
dc.subject.ysokehitysvammat
dc.subject.ysoerityisopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p22091
jyx.subject.urihttp://www.yso.fi/onto/yso/p5140
jyx.subject.urihttp://www.yso.fi/onto/yso/p23537
jyx.subject.urihttp://www.yso.fi/onto/yso/p11960
jyx.subject.urihttp://www.yso.fi/onto/yso/p10060
jyx.subject.urihttp://www.yso.fi/onto/yso/p48
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/educsci11090529


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