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The Rochford Review, Pre-Key Stage Standards and the Engagement Model -- What Does It All Mean to Schools for Children with SLD and PMLD?
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Hinchcliffe, Vivian – Support for Learning, 2022
The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre-key stage standards and the engagement model, relate to two groups of pupils: pupils 'not yet engaged' and pupils 'engaged' in subject-specific study. This…
Descriptors: Severe Intellectual Disability, Students with Disabilities, Academic Standards, Student Evaluation
An Exploration of the Attitudes That Surround and Embody Those Working with Children and Young People with PMLD
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Shipton, Catherine; O'Nions, Chris – Support for Learning, 2019
This article reports on a small-scale, school-based enquiry regarding the views and reflections from practitioners working with children and young people who have complex learning needs (termed 'Profound and Multiple Learning Difficulties' (PMLD) in England). The study was built around a series of key questions which enabled the participants to…
Descriptors: Young Children, Teacher Attitudes, Severe Intellectual Disability, Multiple Disabilities
Unconscious and Unnoticed Professional Practice within an Outstanding School for Children and Young People with Complex Learning Difficulties and Disabilities
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Crombie, Richard; Sullivan, Lesley; Walker, Kate; Warnock, Rebecca – Support for Learning, 2014
This article describes a three-year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring…
Descriptors: Foreign Countries, Special Schools, Severe Disabilities, Multiple Disabilities
Visual Impairment and Multiple Disabilities: The Evaluation of a Ten-Week Programme in Cyprus to Integrate Children with Multiple Disabilities and Visual Impairments into a Mainstream Primary School
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Papageorgiou, Dora; Andreou, Yiannoula; Soulis, Spyros – Support for Learning, 2008
A basic need for a child is to belong to a group (Maslow, 1970). Groups help children: to develop relationships and to foster individual mental health (Johnson and Johnson, 1989); and disabled and non-disabled children, when given assistance, can develop relationships with each other (Sideris, 1998). But there are very few opportunities in Cyprus…
Descriptors: Visual Impairments, Multiple Disabilities, Foreign Countries, Academic Accommodations (Disabilities)