Implementation of a Programme for Students with Profound Intellectual and Multiple Disabilities in Schools: Three Case Studies

Abstract

Until recently in the Netherlands, students with profound intellectual and multiple disabilities (PIMD) rarely made use of the educational facilities available. As a result of a new law passed in 2003, an increasing number of students attend school. A specific curriculum has been developed, but no knowledge has been gained regarding the implementation of this curriculum. The purpose of these three case studies is to explore the implementation process in three schools after they had completed a training programme in working with the curriculum. The results show that the implementation of the new curriculum is difficult and can be accompanied by many problems. The implications of the results are discussed.