Table Of ContentCurricula for Teaching Children and
Young People with Severe or Profound
and Multiple Learning Difficulties
Curricula for Teaching Children and Young People with Severe or Profound and Multiple
Learning Difficulties offers a range of compelling arguments for a distinct and separate
pedagogical approach to the learning needs of the most educationally challenging pupils.
This book, written in accessible, common-sense and non-academic language, provides an
easy-to-follow alternative curriculum specifically designed to enhance and enrich the learning
of children with profound and multiple learning difficulties. Chapter by chapter, guidelines
and support are offered in key curriculum areas, some of which include:
• cognition
• language, literacy and communication
• mathematical
• physical
• sensory
• creative
• care
• play
• problem-solving.
This highly practical resource is essential reading for educational professionals, parents,
school governors, teachers, teaching assistants, therapists and indeed anyone involved with
maximising the educational opportunities of those with profound learning difficulties.
Peter Imray, now a freelance trainer and advisor, has been a teacher of children, young
people and adults with special educational needs since 1986, mostly at The Bridge School
in Islington, North London. He was part of the SCAA working party that published its
findings on Profound and Multiple Learning Difficulties and the National Curriculum in
1996 and has been active in the continued development of learning difficulties pedagogy
and curricula since then. His first book, Turning the Tables on Challenging Behaviour, was
published by Routledge in 2008.
Viv Hinchcliffehas held an interest in SLD and PMLD curriculum since his involvement
on In Search of a Curriculum, published by Rectory Paddock School in 1983, and this has
continued unabated. He has published widely on issues as varied as language and
communication, self-advocacy, drama and leadership, is a regular speaker at conferences and
has been a member of a number of DfE and DoH committees. Viv has recently taken up
the post of Head of Drumbeat School and ASD Service, the new flagship specialist ASD
School of the London Borough of Lewisham.
National Association for Special Educational Needs (nasen)
nasen is a professional membership association that supports all those who work with or care
for children and young people with special and additional educational needs. Members include
teachers, teaching assistants, support workers, other educationalists, students and parents.
nasen supports its members through policy documents, journals, its magazine Special!,
publications, professional development courses, regional networks and newsletters. Its
website contains more current information such as responses to government consultations.
nasen’s published documents are held in very high regard both in the UK and internationally.
Other titles published in association with the National Association for Special Educational
Needs (nasen):
Brilliant Ideas for Using ICT in the Inclusive Classroom
Sally McKeown and Angela McGlashon
2011/pb: 978-0-415-67254-2
Language for Learning in the Secondary School
A practical guide for supporting students with speech, language and
communication needs
Sue Hayden and Emma Jordan
2012/pb: 978-0-415-61975-2
ADHD: All Your Questions Answered
A complete handbook for SENCOs and teachers
Fintan O’Regan
2012/pb: 978-0-415-59770-8
Assessing Children with Specific Learning Difficulties
A teacher’s practical guide
Gavin Reid, Gad Elbeheri and John Everatt
2012/pb: 978-0-415-67027-2
Using Playful Practice to Communicate with Special Children
Margaret Corke
2012/pb: 978-0-415-68767-6
The Equality Act for Educational Professionals
A simple guide to disability and inclusion in schools
Geraldine Hills
2012/pb: 978-0-415-68768-3
More Trouble with Maths
A teacher’s complete guide to identifying and diagnosing mathematical difficulties
Steve Chinn
2012/pb: 978-0-415-67013-5
Dyslexia and Inclusion
Classroom approaches for assessment, teaching and learning, second edition
Gavin Reid
2012/pb: 978-0-415-60758-2
Provision Mapping
Improving outcomes in primary schools
Anne Massey
2012/pb: 978-0-415-53030-9
Promoting and Delivering School-to-School Support for
Special Educational Needs
A practical guide for SENCOs
Rita Cheminais
2013/pb 978-0-415-63370-3
Time to Talk
Implementing outstanding practice in speech, language and communication
Jean Gross
2013/pb: 978-0-415-63334-5
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Curricula for Teaching
Children and Young People
with Severe or Profound and
Multiple Learning Difficulties
Practical strategies for educational
professionals
Peter Imray and
Viv Hinchcliffe
First published 2014
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2014 Peter Imray and Viv Hinchcliffe
The right of Peter Imray and Viv Hinchcliffe to be identified as authors of
this work has been asserted by them in accordance with sections 77 and 78
of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification
and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Imray, Peter.
Curricula for teaching children and young people with severe or
profound and multiple learning difficulties: practical strategies for
educational professionals/Peter Imray, Viv Hinchcliffe.
pages cm – (David fulton/nasen)
1. Learning disabled – Education. I. Hinchcliffe, Viv. II. Title.
LC4704.I47 2013
371.9—dc23
2013018916
ISBN: 978-0-415-83845-0 (hbk)
ISBN: 978-0-415-83847-4 (pbk)
ISBN: 978-1-315-88329-8 (ebk)
Typeset in Galliard and Gill Sans
by Florence Production Ltd, Stoodleigh, Devon, UK
Contents
Acknowledgements ix
Abbreviations x
Introduction xi
PART I
Pedagogical questions 1
1 Setting the scene 3
2 Dilemmas of difference 15
3 Assessment and pupil progress 26
4 Personalised learning and engagement 44
PART II
Curriculum issues for those with PMLD 63
5 A cognition curriculum for pupils and students with profound
and multiple learning difficulties 65
6 A communication curriculum for pupils and students with
profound and multiple learning difficulties 88
7 A physical curriculum for pupils and students with profound
and multiple learning difficulties 102
8 A care curriculum for pupils and students with profound and
multiple learning difficulties 108
9 A sensory curriculum for pupils and students with profound
and multiple learning difficulties 119
viii Contents
PART III
Curriculum issues for those with SLD 133
10 A language, literacy and communication curriculum for pupils
and students with severe learning difficulties 135
11 A mathematical thinking curriculum for pupils with severe
learning difficulties 164
12 A creative arts curriculum for pupils with severe learning
difficulties and profound and multiple learning difficulties 179
13 A problem-solving and thinking curriculum for pupils with
severe learning difficulties 199
14 A play curriculum for pupils with severe learning difficulties 209
15 A citizenship curriculum for pupils with severe learning
difficulties and profound and multiple learning difficulties 222
References 244
Index 264
Acknowledgements
If we acknowledged everyone who has been instrumental in the writing of this book, the
list would take up another book. A combined seventy plus years’ worth of pupils, students,
their parents and siblings, their teachers, teaching assistants (TAs) and therapists, working
at Rectory Paddock and Riverside Schools in Bromley, South London, Drumbeat School
in Lewisham, South London and Rosemary and The Bridge School in Islington, North
London takes up an awful lot of space. And this is without mentioning the countless
academics, from whose writings we have learned so much.
If you’re in any of these groups, we thank you, but specifically we feel that we have to
acknowledge the advice, help and support given by Mandy Hadfield on mathematical thinking
and problem solving; Penny Lacey on thinking and problem solving; Mark Roberts on
cognitive development; Tom Andrews on sex and relationships education; Sally Paveley on
ICT; Keith Park and Nicola Grove on narrative and storytelling; and Diego Gasquez Navarro
and Lana Bond on all things PMLD. We would also like to thank Barry Carpenter who
initially set us to work together writing some of the training materials for the Teacher
Development Agency (TDA) for teachers of children and young people with severe,
profound and complex learning difficulties (www.education.gov.uk/complexneeds).
