A Review of Curricular and Instructional Approaches for Behaviour Disordered Children

Abstract

AbstractAlternative curricular and instructional approaches for behaviour disordered children are reviewed against a background of various definitions and perspectives of disturbance. Schooling is a major part in the life of all, including behaviour disordered children. An overview of curriculum designs and instructional approaches is discussed according to “appropriateness” and “effectiveness”. Consideration is made of the current trend to mainstreaming and individualization and it is noted that the great majority of “disturbed” children are currently in the regular class. They are seen to be included in the “handicapped” population. Five major projects which have focussed on instruction of the handicapped are examined. It is stressed that all teachers need to be equipped with competencies, skills and support services to be able to effectively teach all children who are either currently in their classrooms or are being placed in there as a “least restrictive alternative”. Behaviourally oriented, empirically based curricular and instructional approaches are seen as a vehicle by which the repertoires of disturbed or behaviour disordered children can be widened.