Description
Book SynopsisA 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.
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Table of Contents
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.
