Investigating the development of a functional curriculum

Abstract

This retrospective case study explores how one region responded to Ontario Ministry of Education's initiative regarding provincial assessment practices for students with developmental disabilities. The findings are based on data collected from seven members of a regional writing team, document analysis of the functional curriculum resource and documents used during the design process. Key findings: the development team employed common-sense and practical approaches when developing the resource; the resource's print version contained useful learning outcomes but proved difficult to use; and the participant's supported the use of technology but their vision of using technology with their students was limited.