Personalising learning enables us to mould the learning experience
directly around the child with CLDD.
To do this we have to discover the learning needs and pathways of these very diverse
children, and establish their learning capacity and learning effectiveness.
The population of children with SLD/PMLD/CLDD is changing. Their needs are becoming increasingly complex. For these learners, as one teacher said, 'One size does not fit all... to get the best outcomes for kids, it is the teacher that has to do the offering differently; the child cannot change.'
We need a finding out culture in schools.
Heather Davies, The Bridge School, Telford
21st Century educators need to be inquirers into professional
practice who question their routine practices and assumptions and who are capable
of investigating the effects of their teaching on student learning.
Schools need to become pedagogical think-tanks – nurturing,
shaping and framing approaches... which form children into active participants in
[Inquiry] involves educators pursuing their 'wonderings',... seeking
answers to questions or puzzles that come from real-world observations and dilemmas...
While it involves logical problem-solving processes, it also involves intuition, passion
and emotion. It is a holistic way of working and responding to the many issues and
dilemmas that emerge in any workplace.
Listen to what this teacher says about how the process of inquiry opened up learning for one of her pupils.
Carpenter, B. (2010) Curriculum reconciliation and children with complex learning difficulties and disabilities. London: Specialist Schools and Academies Trust (now The Schools Network).