Contributions from: Christina Tilstone
Abstract
The Role of Learning Support Assistants in the inclusive learning of
pupils with SLD and PMLD
Christina Tilstone and Penny Lacey. University
of Birmingham.
This paper will focus on a study carried out in 24 schools where pupils with SLD and PMLD are supported by LSA's (12 special and 12 mainstream schools). Pupils, teachers and LSA's were observed in classrooms and interviewed with the intention of locating and describing examples of good practice.
In the presentation, these examples of good practice will be examined with particular emphasis on the ways in which LSA's can support pupils within inclusive classrooms. Questions such as, "how can LSA's encourage effective learning?" or "how can LSA's facilitate interactions between pupils who are disabled and those who are not?" will be considered.
Management of inclusive learning in terms of teachers and LSA's working together will also feature as the result of the 24 case studies are presented.
Reading for All: Literacy and Pupils with Profound and Multiple
Learning Disabilities
Penny Lacey, The University of Birmingham
This paper will report on a project set up to collect and publish examples of stories and storytelling with pupils with PMLD.
Pupils with PMLD have not traditionally been included in Literacy learning. However, since the Literacy Strategy has been in place, teachers in special schools have developed many different ideas for ways in which even the youngsters with the most profound disability can learn from books and stories. Parents have also been trying out ideas for story-telling and use of books at home, so that now there is a small body of experience which is important to draw together and share.
Questionnaires were sent out to teachers and parents requesting information on the ways in which they are including pupils with PMLD in Literacy activities. The results of the questionnaires will be discussed in the presentation, giving delegates an overview of the possibilities for including pupils with PMLD in Literacy learning.
The Theory and Practice of Inclusive Physical Education
Christopher Robertson, The University of Birmingham
This paper will consider the context (England) of current physical education for pupils described as having severe or profound and multiple learning difficulties. It will provide a review and critique of the National Curriculum physical education programme study.
An alternative, more inclusive curriculum will be argued for, and outlined briefly. This curriculum builds on current good special education practice and challenges the influential concepts of homogeneity and normality that underpin the theory and practice of physical education.
Inclusion of Children with Severe Learning Difficulties: A Teachers'
perspective
Diana Tzokova, Brunel University
Teachers' perspective on inclusion is recognised as crucial for it's successful implementation. Since the beginning of the 1990s there is a considerable number of studies on teachers' views regarding inclusion since their commitment to the process of inclusion critically influences it's practice.
Most of these studies focus on the beliefs and attitude of teachers in mainstream schools. Their direct responsibility for teaching and learning in the inclusive school determines the increased research interest into this area.
In this paper, the views of teachers in special schools for children with severe learning difficulties will be explored. It is argued they have also an important role to play in the process of inclusion.
Their potential supportive, consultative or other contribution to the inclusion process calls an investigation into the beliefs they hold. Therefore, special school teachers' integration experience with students with severe and profound and multiple learning difficulties and their perspectives on its future are in the core of this study.
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