1st Edition

A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities

Edited By Peter Imray, Lila Kossyvaki, Michael Sissons Copyright 2024
    182 Pages 6 B/W Illustrations
    by Routledge

    182 Pages 6 B/W Illustrations
    by Routledge

    A Different View of Curriculum and Assessment links a theoretical pedagogical model with a sympathetic practical model of curriculum and assessment difference for those with PMLD, CLD and SLD.

    Split into two parts, this accessible resource combines theoretical explanations with first-hand accounts of how this works in educational establishments, through the analysis of evidence-based practice carried out in a number of English special (specialist) schools. The expert authors challenge the notion that a national, or common core standards, curriculum, however expertly differentiated, is fit-for-purpose for the PMLD, CLD and SLD populations in any country. A Different View offers cogent and reasoned arguments for considering that irrespective of age, such learners learn differently to their neuro-typical, conventionally developing peers. If they learn differently, this book shows how we should be teaching them differently.

    Reflecting the centrality of process over product, this book will clearly explain how each individual learner might be enabled and facilitated to become the best they can be and do the best they can do, in order to fully realise their potential as equal and independent citizens.



    Part 1: Principles


    Chapter 1: Defining Learning Characteristics

    Peter Imray, Mike Sissons and Lila Kossyvaki


    Chapter 2: What works and what matters: Assessing the progress of learners with profound, complex and severe learning disabilities

    Mike Sissons


    Chapter 3: The use and abuse of research: educational research and its importance for learners with SLD, CLD and PMLD

    Lila Kossyvaki, Peter Imray and Mike Sissons


    Chapter 4: A pedagogical argument for adopting a Capabilities Approach in the teaching of those with PMLD, CLD and SLD

    Mike Sissons, Julia Barnes, Peter Imray and Andrew Colley


    Part 2: Practice


    Chapter 5: Learning To Be, Learning to Do: Informal, empowering and with infinite possibilities

    Gillian Carver and Timmy Holdsworth


    Chapter 6: Learning to learn through interaction and motivation: the impact of two teachers’ reflections on their interactions with students with PMLD

    Lana Bond and Diego Gazquez Navarro


    Chapter 7: The Power of Play: An Approach to Developing Creativity and Tolerating Uncertainty

    James Waller


    Chapter 8: Letting the Learners Lead: The Value of Meaningful, Personalised Learning Experiences

    Jo Williams


    Chapter 9: Plan, Do, Review within an holistic curriculum model

    Aimee Robinson


    Chapter 10: An introduction to an Informal Approach

    Trish Turner


    Chapter 11:   Independence versus interdependence: Exploring the potential of a bioecological learning model for pupils with PMLD

    Martin Goodwin and Nathan Taylor


    Chapter 12: Pushing the Boundaries: Creating a personalised culture with the child at the heart of teaching and learning

    Katie Lyon


    Peter Imray is freelance trainer, advisor and writer in the area of special educational needs and Associate Lecturer at the University of Birmingham. His previous books include Inclusion is Dead: Long Live Inclusion (Routledge, 2017) and Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties (Routledge, 2013).

    Lila Kossyvaki is Associate Professor in Severe, Profound and Multiple Learning Disabilities (SLD/PMLD) at the University of Birmingham.

    Mike Sissons began his career as carer for adults with profound learning disabilities and has subsequently worked for over 30 years as a teacher and senior leader in special schools.