Traditional curriculum models are curriculum designs that put focus on strategies that help the learners get the content that they are being given, mostly in a theoretical manner. It has specific emphasis on the educational process, and the ability to graduate from school after mastering the knowledge that is taught is very important. The major aim of the traditional curriculum model is to ensure that the learner has successfully finished the expected level of learning and graduated. Functional curriculum models on the other hand put more emphasis on developing real life skills that the students can use. These skills can be described as vocational. It also puts emphasis on social skills such as effective communication and social interaction with other members of the community (Tyler, 1951).
A very important area of comparison between the two types of curricula is that both pay attention to the two major areas of curriculum design namely; content and process. The only difference as mentioned in the definitive introduction above is that traditional models cover the two separately while the functional model tries to deliver them together. But at the end of the day, both content and process will have been touched on in both curriculum designs. The two elements are fairly similar and the detachment or separation is the only dividing feature. But it should be remembered that the detachment in traditional models and the combination in functional models may be the difference that leads to success in one and failure in the other.
As emphasized under the functional curriculum models, a number of subjects that can be applied in real life situations are available. These include sciences and engineering oriented subjects. Social science oriented subjects can be taught too but with more emphasis on how they can be applied in real life situations in the community. This is because applicability is the major focus in this type of curriculum. The ability to intertwine the content that is being given to students and the process through which that content is given determines the general success in this model. Other subjects that are taught under the traditional model such as communication skills always come in handy when the students are done with school and are facing real life issues outside the school setting.
Based on the differences between the two sets of curricula, each has its weaknesses and strengths. The traditional model tends to reduce the amount of time learners take to learn the content. This is because of the focus that is undivided. The theoretical performance is also high and the graduation rates tend to be higher. But it has its weaknesses too. The lack of emphasis on giving students vocational and practical skills makes them less prepared for life after school. At the end of the day, it is not what is on paper or in one’s head that means much. It is the ability to put into real life situations that makes the difference (Wehman & Kregel, 1997).
Functional models have their strengths and weaknesses too. The combination of process and process tends to complicate the process of learning at first. But when students get used, they benefit immensely. The strengths include the gaining of practical skills is a sure way of making someone succeed in life. Students who go through this model are equipped with skills on how to tackle life and be able to make a living. Also, content learning is not complicated after the students have gotten used since it is practical and therefore easy to remember.
Based on these strengths and weaknesses of each model, the functional curriculum model seems to be the one that is more suitable for learners with disabilities. This because it will aid the faster learning of skills and concepts, that can assist them in life. The combined content and process will also assist them overcome their disabilities and get the connected elements easier, something that is not possible in the traditional model that has the two elements of content or and process skill and application detached(Alwell & Cobb,2006).
In conclusion, traditional curriculums put emphasis on knowledge while the functional model puts emphasis on the practical application of the knowledge. Students with disabilities are better served by the functional curriculum due to its inclusion of practical real life elements that make the learning of real life skills easy.
References
Alwell, M and Cobb, B. (2006) Teaching Functional Life Skills to Youth with Disabilities. Web.
Tyler, R. (1951).Evolving a Functional Curriculum. The American Journal of Nursing, Vol. 51, No. 12, pp. 736-738.
Wehman, P & Kregel, J (Eds) (1997).Functional Curriculum for Elementary, Middle, and Secondary Age Students with Special Needs.Dallas: Pro Ed.