1st Edition
A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities
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.
Introduction
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
Biography
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.
