Categorical curriculum or individual educational plan for pupils with disabilities?

• Author: Traian Vrasmas
• Position: Universitatea Ovidius din Constansa
• Pages: 45-58

Bulletin of the Transilvania University of Braşo v - Special Issue

Series VII: Social Sciences • Law • Vol. 11 (60) No. 2 - 2018

CATEGORICAL CURRICULUM OR INDIVIDUAL

EDUCATIONAL PLAN FOR PUPILS

WITH DISABILITIES?

Traian VRĂȘMAȘ1

Abstract: The paper aims at outlining the basic international trends in

designing the school curriculum for pupils with disabilities and/or special

educational needs, in comparison with the existing situation in Romania, in

the context of inclusive education. The main question – categorical or

individual planning of the curriculum (mainly understood here as a formal

curriculum) – is answered after analysis from international and Romanian

sources, in three languages. Individual educational planning (programming)

seems to be very much recommended and used, particularly in USA and

Europe, in contrast with the Romanian legislation and practice which are

favoring the categorical approach – based on the type and degree of the

disability. More research and evaluation is necessary in order to document

the changes needed – both at the general schools and special schools level –

towards a more individualized (personalized) approach in designing the

curriculum content for such pupils.

Key words: curriculum, inclusive education, disability

1. Introduction

The topic of the education for persons with disabilities is concerning more and more

the world, Europe and, of course, Romania. The last decades have shown major changes

regarding the vision on these persons – in general – and linked to their right to

education, as a fundamental human right – in particular.

The essence of the international evolutions in the last 40 years, through various

developments, events and documents consist in the full recognitio n of these persons as

human beings, with all rights and implications deriving from here – including the full

right to education. There is no place here for a historical analysis to understand why this

recognition is important, but one very cited reference is useful: societies are frequently

dehumanizing and devaluing the persons with disabilities (Peters, 2013).

At present, following evolutions after 1990, according to the UN Convention from

2006 on persons with disabilities (ratified by Romania through the Law no. 221 from

1 Universitatea Ovidius din Constanța, traianvrasmas@gmail.com