Study of Subject Types and Content in Special Schools for Children with Intellectual Disabilities: The Case of Mongolia and the Republic of Poland
DOI:
https://doi.org/10.65168/Keywords:
Special, Education curriculum, types of subjects, number of children, remedial, rehabilitative coursesAbstract
In this study, we examined the alignment of subject types and content within the curriculum of special schools for children with intellectual disabilities. We compared it with the curriculum implemented in the Republic of Poland, aiming to identify potential areas for improvement and to draw informed conclusions.
The analysis revealed that the subjects in the Mongolian special school curriculum are predominantly academic in nature, placing significant emphasis on scientific content. In other words, they do not fully address the specific needs of children with moderate to severe intellectual disabilities.
Remedial and rehabilitative courses are limited to three areas: speech therapy, physical therapy, and life skills training. Furthermore, when forming classes, children with similar levels of intellectual development are not necessarily grouped together; instead, children with varying types and degrees of developmental disabilities are placed in the same class.
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