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

Imray, Peter; Hinchcliffe, Viv

doi:10.1111/1467-9604.12002

Cited by 10 publications

(19 citation statements)

References 14 publications

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“…Some argue that specialist pedagogies are required for teaching students with SEN (Narayan et al 2010;Imray and Hinchcliffe 2012). However, Lewis and Norwich's (2005) work in England suggests that there are no distinct and separate teaching strategies for teaching different groups of students (although there may be some specialist knowledge); rather, there is a continuum and, for some students, including those with severe intellectual disabilities, the strategies, instead of being different, may be much more overt and have a more intense application.…”

Section: Pedagogical Contextmentioning

confidence: 99%

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Jones

Lawson

2015

European Journal of Special Needs Education

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This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA-England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers' pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers' views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of 'situated generalization' and 'practice based evidence' an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. IntroductionThis article focuses upon teacher learning in relation to the pedagogical decisionmaking of a group of teachers of students with severe intellectual disabilities in the south-west of Florida and the south-west of England. Whilst the international research project reported here is set in the USA and England, in their similarities and differences, these contexts are similar to many in the wider developed world. Considerations around pedagogies employed by teachers for students with special educational needs (SEN) are apparent in European literature (Meijer, Soriano, and Watkins 2003) and this article contributes to these discussions. We present, analyse and discuss the findings from the project which focused on teachers' views about the what, how and when they learn about the approaches and strategies that inform

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Section: Pedagogical Contextmentioning

confidence: 99%

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Jones

Lawson

2015

European Journal of Special Needs Education

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“…Children with autism and SLD have a deviant and delayed learning pattern (deviant is attributed to autism and delayed to SLD) but neither of those can be ignored (Jordan, 2001). The P‐scales provide these multiple, smaller steps of learning (Imray and Hinchcliffe, 2012) which address the issue of delayed but not deviant learning, since they still respond to a linear developing pattern. Students with autism and SLD also appear to belong in an ‘in‐between group’ that has specific strengths and difficulties (Jordan, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

Can the Engagement Model act as a replacement for the P‐scale assessment system?

Aidonopoulou-Read¹

2021

Support for Learning

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Issues in monitoring the progress of students with autism and severe learning difficulties TEREZA AIDONOPOULOU-READThe Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P-scales assessment for students not yet involved in a subject-specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non-academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P-scale system as it serves a different purpose.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…They are also unmotivated and will not perform in order to please, due to their impaired theory of mind (Bogdashina, ). The P scales provide smaller learning steps (Imray & Hinchcliffe, ) which address the issue of delayed learning; however, since they respond to a linear developing pattern, they do not address the issue of the deviant learning pattern. Therefore, recording ‘naturally occurring’ progress through time may not be appropriate for these students, who may initially meet an objective, but fail to meet the same objective in the following session due to their non‐linear progress and lack of motivation, which the interventions attempted to address and the behaviour checklist aimed to monitor.…”

Section: The Conceptual Frameworkmentioning

confidence: 99%

The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties

Aidonopoulou-Read

2019

British J Special Edu

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The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of formative assessment for non‐verbal students with autism and severe learning difficulties. Five students with autism and severe learning difficulties participated in systematic video observations over a period of eight weeks, during which student behaviour and attainment were recorded. The behaviour checklist gave an accurate representation of the students' level of engagement and predicted attainment, but differences in passive learning objectives (those requiring passive co‐operation) and active ones (those requiring active contribution) were noted. The introduction of engaging resources improved engagement, but tangible rewards had a negative effect on attainment. Praise had a positive effect on engagement and attainment.

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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

Cited by 10 publications

References 14 publications

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Can the Engagement Model act as a replacement for the P‐scale assessment system?

The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties

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