Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630699
Title: Providing education for children with profound and multiple learning difficulties : a survey of resources and an analysis of staff-pupil interactions in special care units
Author: Ware, Jean Elizabeth
Awarding Body: Institute of Education (University of London)
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1987
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Abstract:
Two aspects of the education of children with profound and multiple learning difficulties (PMLDs) in Special Classes were examined. The history of provision was briefly reviewed and a survey conducted which compared current provision in Special Care Classes with that in the other classes in Schools for children with severe learning difficulties. It was found that in general the pupils being educated in Special Care Classes had profound and complex handicaps, yet in terms both of teachers and of most multi-professional input Special Care Classes were less well provided for than other classes in SLD schools. One issue raised by the survey was the type of curriculum appropriate for pupils functioning at an extremely early developmental level. An examination of literature relating to this question showed that it was probable that interactions with staff constituted a crucial part of the curriculum for children with PMLDs. Three observation studies of interactions between staff and pupils in five Special Care Classes were carried out using theoretically derived categories which dichotomized interactions according to whether or not they were hypothesized to facilitate development. Both real-time and momentary time-sampling techniques were used in these studies. The results supported the validity of the theoretically derived categories, with relatively more handicapped children in each class experiencing less positive patterns of interaction and children in all classes being more likely to respond to adult initiations which were theoretically likely to promote development. There were, however. also differences between the classes which were probably partly attributable to differences in organization and staffing. It was concluded that the pattern of interaction experienced by an individual child is the result of a complex interaction between a large number of factors. Some suggestions regarding the interactive curriculum for children with PMLDs and appropriate training for teachers of this group are made.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.630699  DOI: Not available
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