A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities
Routledge (Verlag)
978-1-032-43859-7 (ISBN)
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.
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.
Introduction. Part 1: Principles. 1. Defining Learning Characteristics 2. What works and what matters: Assessing the progress of learners with profound, complex and severe learning disabilities 3. The use and abuse of research: educational research and its importance for learners with SLD, CLD and PMLD 4. A pedagogical argument for adopting a Capabilities Approach in the teaching of those with PMLD, CLD and SLD. Part 2: Practice. 5. Learning To Be, Learning to Do: Informal, empowering and with infinite possibilities 6. Learning to learn through interaction and motivation: the impact of two teachers’ reflections on their interactions with students with PMLD 7. The Power of Play: An Approach to Developing Creativity and Tolerating Uncertainty 8. Letting the Learners Lead: The Value of Meaningful, Personalised Learning Experiences 9. Plan, Do, Review within an holistic curriculum model 10. An introduction to an Informal Approach 11. Independence versus interdependence: Exploring the potential of a bioecological learning model for pupils with PMLD. 12. Pushing the Boundaries: Creating a personalised culture with the child at the heart of teaching and learning.
| Erscheinungsdatum | 12.12.2023 |
|---|---|
| Reihe/Serie | Connecting Research with Practice in Special and Inclusive Education |
| Zusatzinfo | 14 Tables, black and white; 6 Line drawings, black and white; 6 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 335 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik |
| ISBN-10 | 1-032-43859-2 / 1032438592 |
| ISBN-13 | 978-1-032-43859-7 / 9781032438597 |
| Zustand | Neuware |
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