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.

Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have co-existing and overlapping conditions which can manifest in complex learning patterns, extreme behaviours and a range of socio-medical needs which are new and unfamiliar to many educators. Their combination of issues and layered needs – mental health, relationship, behavioural, physical, medical, sensory, communication and cognitive – mean they often disengage from learning and challenge even our most experienced teachers. This book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person’s needs, educators will be able to apply the approach. This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.

Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties offers a range of compelling arguments for a distinct and separate pedagogical approach to the learning needs of the most educationally challenging pupils. This book, written in accessible, common sense and non-academic language, provides an easy-to-follow alternative curriculum specifically designed to enhance and enrich the learning of children with profound and multiple learning difficulties. Chapter by chapter, guidelines and support are offered in key curriculum areas, some of which include: Cognition Language, Literacy and Communication Mathematical Physical Sensory Creative Care Play Problem solving. This highly practical resource is essential reading for any educational professional, parents, school governors, teachers, teaching assistants, therapists and indeed anyone involved with maximising the educational opportunities of those with profound learning difficulties.

“This new edition of an indispensable textbook… covers a huge range of topics illustrated by case studies and practical activities. It will enable schools to navigate through the complex challenges they meet on a daily basis, making education both inclusive and effective for all.” Uta Frith, Emeritus Professor in Cognitive Development, University College London, UK “This updated edition of an already essential text is a must read for anyone with an interest in special educational needs, inclusion and diversity in education. It is thoroughly researched, accessibly written, and strikes the perfect balance between emphases on theory, research, policy and practice throughout.” Neil Humphrey, Sarah Fielden Professor of Psychology of Education, University of Manchester, UK Special Educational Needs, Inclusion and Diversity has established itself as the textbook on special educational needs and disabilities (SEND). This new edition retains the considered balance between theory, research and practice, written in an accessible, user-friendly style. The fourth edition contains key updates in response to changes in the field, including developments in national policy and ways of thinking about SEND. There is a focus on reducing inequalities and enhancing inclusion to ensure relevance to working within diverse communities. Up-to-date psychological and educational methods are examined in the book to support assessment and evidence-based intervention with children and young people. Key features include: •The increasingly diverse SEND approaches across England, Wales, Scotland and Ireland, within an international context •Identification, assessment and intervention strategies for those with SEND aged from 0-25 years •Extensive exploration of current developments, in particular within autism, mental health, mathematics and sensory needs •A focus on professional ethics, parental support for learning and person-centred practices •Case studies and learning activities to reflect contemporary best practice Special Educational Needs, Inclusion and Diversity is a comprehensive guide for educational professionals to support them in maximising inclusion while recognising and supporting diversity. Sandra Dunsmuir is Professor of Educational and Child Psychology at University College London, UK. Tony Cline is Honorary Research Fellow with the Educational Psychology Group at University College London, UK. Norah Frederickson is Emeritus Professor of Educational Psychology at University College London, UK.

Challenging the notion that young people with profound and multiple learning difficulties (PMLD) should be taught in a linear, target-driven way, this book presents an innovative model for creating learning opportunities to suit the needs and abilities of each individual student. Focusing on students with PMLD aged 14 and over, and addressing their unique needs as they progress towards adult life, the author explains how to create a truly personalised programme for each individual that recognises their right to autonomy whilst also acknowledging their learning difficulties. Practical strategies for dealing with common areas of difficulty such as communication and behaviour are included, and the book contains useful solutions to practical considerations such as timetabling, staffing, assessments and target-setting, and adapting the physical and sensory environment for students with PMLD. A final section looks at opportunities for students with PMLD post-secondary education. Realistic and accessible, this book is essential reading for teachers, teaching assistants and others involved in educating young people with PMLD.

This unique resource book explores what wellbeing, community participation and independence mean to young people with profound and multiple learning difficulties (PMLD). Bringing together results of an extensive survey of more than 100 schools that teach young people with PMLD, the authors present many innovative ways in which schools are working to ensure young people with PMLD have lives of value that are as rich and meaningful as possible. Organised into three cohesive parts, this book provides a comprehensive insight into established theories and current perspectives on wellbeing and independence for people with PMLD before exploring the results from the Lives Lived Well survey and other international research, and then it helpfully illustrates best practice in action with a close look at an established, very successful specialist school. This book can be used as a guide, resource and inspiration for adults sharing their lives with young people with PMLD – whether practitioners or parents – and concludes by asking what we can learn from these young people to support us all in living life to the full.

Communication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the child’s communication development. Key features include: A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels.