SLD and PMLD Pedagogy
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
CorrespondencePeter Imray7 The AvenueBiggleswadeBeds. SG18 0PSEmail: peter.imray@hotmail.co.uk
Abstract
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.
Citing Literature
Number of times cited: 3
- Hazel Lawson and Phyllis Jones, Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities, Journal of Research in Special Educational Needs, 18, 3, (196-210), (2017).
- Jooyoung Jeong, Issues of Special Education Curriculum for the Inclusive Education, The Journal of Inclusive Education, 10, 2, (151), (2015).
- Penny Lacey and Jeanette Scull, Inclusive Education for Learners with Severe, Profound and Multiple Learning Difficulties in England, Including Learners with Low-Incidence Disabilities, 10.1108/S1479-363620140000005017, (241-268), (2015).
