Mathematics for Children with Severe and Profound Learning Difficulties

Staves, Les

doi:10.4324/9781315068954

Cited by 2 publications

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“…To suggest that some pupils are different and that we might need a very different curriculum model for them is seen in some circles to be unfashionable (Hinchcliffe, ) and possibly even shameful in its political incorrectness. Numeracy is (by definition) hugely problematic for those consistently working at P8 and below (Porter, ; Staves, ) and literacy will mean entirely different things for the same group (Grove, ; Lacey, ; Lacey et al ., ; Grove, ; Park, ); yet these obvious truths are routinely and unquestioningly ignored. Many teachers are, as a result, wasting an enormous amount of time in teaching (and thinking about teaching) phonics to pupils who research has consistently indicated are highly unlikely to learn in this way (Hinchcliffe, ; Lacey et al ., ).…”

Section: Thinking About Assessment and Progressmentioning

confidence: 99%

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties

Imray¹,

Hinchcliffe²

2012

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The introduction of the National Curriculum in 1988 caused much discussion (some of it angst-ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.

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Section: Thinking About Assessment and Progressmentioning

confidence: 99%

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties

Imray¹,

Hinchcliffe²

2012

Support for Learning

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New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals

Piri

Pishghadam

Rasekh

2018

International Review of Applied Linguistics in Language Teaching

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This study aimed at investigating the influence of learners’ previously acquired capitals on their response to the teacher’s attempts to trigger their attention. For this purpose, 403 EFL learners completed three different questionnaires. The results of Structural Equation Modeling showed that emotional capital was a positive predictor of interpersonal, intrapersonal, visual, musical, and kinesthetic joint attention styles. Similarly, social capital was a positive predictor of interpersonal, verbal, visual, and musical styles, and cultural capital was a positive predictor of logical and verbal styles. Moreover, the proposed model of L2 achievement based on the capitals and joint attention styles showed good fit to the data. It appears that learners’ socio-cultural and emotional backgrounds influence their response to the teacher’s initiation of joint attention. And their L2 achievement is enhanced when the teacher uses different joint attention modalities. In the end, pedagogical implications and areas for further research were provided.

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Mathematics for Children with Severe and Profound Learning Difficulties

Cited by 2 publications

References 0 publications

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties

New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals

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