In its exploration of key debates related to curriculum, pedagogy, and policy, Severe, Profound and Multiple Learning Difficulties in School provokes thinking about how we reach decisions related to vulnerable learners.
The book discusses a number of ‘dilemma stories’ from teachers of learners with Severe, Profound, and Multiple Learning Difficulties (SPMLD). These highly evocative accounts of real situations from real classrooms serve as allegorical exemplars in relation to a range of ethical theories and prompt further dialogue and reflection. Challenging the suggestion that teaching ‘some’ learners is distinct from teaching ‘other’ learners, the central argument of this book is that the teaching of those with SPMLD should adopt a ‘topographical’ approach in order to be effective and ethical, seeking to look beyond the superficiality of the labels that have been applied to them. Just as a topographical cartographer or landscape artist strives to see the ‘bigger picture’ and represent reality, the ‘topographical teacher’ should seek new knowledge about their pupils and look beyond any pre-conceived labels.
This book serves to enable professionals involved in the education of those with SPMLD to engage in reflection, dialogue, and enquiry. It is an essential resource to support further study and continuing professional learning, as well as an intellectual toolkit to support developing policy and practice.
In its exploration of key debates related to curriculum, pedagogy and policy, ‘Severe and Profound and Multiple Learning Difficulties in Schools’ provokes thinking about how we reach decisions related to vulnerable learners.
Introduction
Part 1: Rethinking pedagogy, policy, and provision
Chapter 1: Beyond the dilemma of difference
Chapter 2: Vulnerable learners in schools, SPMLD, and ethical theory
Chapter 3: SPMLD, theories of learning, and debates
Part 2: Dilemma Stories from teachers of SPMLD learners
Chapter 4: Should I be having this conversation about death?
Chapter 5: How do we, as a team, develop an effective behavioural strategy
for a learner with autism?
Chapter 6: Is provision for Annam in my school good enough?
Chapter 7: Is it necessary to be creating art in an Art lesson?
Chapter 8: Should pupils with PMLD be taught in age-based or needs-based
provision?
Part 3: Developing ethical and inclusive teachers
Chapter 9: Towards a topographical pedagogy
Chapter 10: Dilemma-based professional learning
Tracy Edwards is a lecturer in Special and Inclusive Education at Leeds Beckett University, where she leads the MA Inclusive Practice in Education and PG Cert Leading SEN in International Contexts.
