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.
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.
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.
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.
