Planning a Curriculum for Children with Communication Problems

Abstract

Learning communication is at the heart of education and the language of this communication is not a subject which can be taught separately. On the basis of this view one may ask “what kind of curriculum would be appropriate for children with communication problems in an integration setting?” This article aims to identify some fundamental factors which can affect the curriculum planning for children with communication problems who also attend a language unit. In conclusion, it is shown to be neither possible nor necessary to make a radical change in curriculum content or in teaching styles for those children. However, carefully made assessments and detailed observations will help the illumination of each child’s particular problems and provide a framework for curriculum planning.