Curriculum for Students with Multiple Disabilities and Visual Impairment (MDVI)

Submitted by Weni on
Photo of Indonesian team who developed MDVI curriculum

This curriculum for students with multiple disabilities and visual impairment (MDVI) or deafblindess) is in Indonesian (Bahasa Indonesia). 

Panduan Pengembangan Kurikulum dan Program Pembelajaran bagi Siswa MDVI/Deafblind, Proyek Kerjasama, Perkins International & Direktorat PKPLK – Pendidikan Dasar Republik Indonesia oleh :  Weningsih, S.Pd

This manual is designed to offer guidance to teachers who are working with MDVI/Deafblind children to develop a curriculum for their students. This document has become highly important in Indonesia because there isn't any "curriculum"  for these children. In addition, the term "curriculum" in Indonesia is generally considered to be a set of documents to be achieved by a student in each level.  Often a  teacher's only concern is to finish the lesson required by the curiculum, but not really to consider the process and the perspective of the student. The evaluation typically only measures a student's achievement, but does not evaluate the teaching strategies being used, or the learning material or other important components.  Some teachers know about IEPs (Individual Education Plan), but are not really consistently developing them for students with special needs.

This manual describes who is MDVI (Multiple Disabilities and Visual Impairment), their learning needs, and straegies to develop IEPs starting from identification.  This is followed by a comprehensive assessment as the basis of information for developing an IEP.   It is also describes 3 areas that we should consider for programming: to love, to play, and to work, which combine into a functional curriculum that always refers to theme-based activities and alignment with government curriculum in each area.

In the second document (which we is still being developed) there are some sample IEPs from our students and the evaluation system, which is different from the typical curriculum in Indonesia.

The Ministry of Education supports  this program and this has become the first collaboration between Perkins International and the Government of Indonesia.  The other important point is that this project has been done by teachers who have been working with students, and thus we have bottom-up instead of a top-down system.

We hope through this document there will be many teachers who have learned something and are willing to work with these children.  We hope that this manual will give some ideas to start serving them, so there will be more MDVI/deafblind children receiving an education.


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