Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making

Satu Peltomäki,Raija Pirttimaa,Kirsi Pyhältö,Elina K Kontu

doi:10.3390/educsci11090529

Abstract

The 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.

Highlights

This study investigates the collaboration in the Individual Education Plan (IEP) goalsetting process for pupils with the activity area curriculum model (AACM)
The aim of this study is to investigate the collaboration in the IEP goal-setting process for pupils with the area-based curriculum model (AACM), and how that relates to the grounds of the goals
The groups that were mentioned as participating in the AACM goal-setting process with the participants were parents, therapists, special needs assistants, special education teacher colleagues, group home staff, pupils, principals, social workers, and school staff from the morning and afternoon activ5

Summary

Introduction

This study investigates the collaboration in the Individual Education Plan (IEP) goalsetting process for pupils with the activity area curriculum model (AACM). Most of these pupils have profound intellectual and multiple disabilities (PIMD). The goals should be specific, measurable, relevant, challenging, and have an endpoint [1] These five elements have been highlighted as difficult to implement, concerning goal setting for pupils with and without intellectual disabilities in IEP goal setting research related to these pupils; e.g., [13,16,17,18,19]. In Finland, Räty and colleagues [20] found similar results when analysing the support measures

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