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To develop new pathways of learning for children with SLD/PMLD/CLDD,
we need to know their current strengths, capabilities, interests
and needs.
Think of a child whom you know, but not well. If the child was unable to communicate formally with you, list how you would
find out about their strengths, capabilities, interests
and needs.
Click here to reveal some ideas.
These are a few ideas you might have thought of:
Asking their family/carers.
Talking to other professionals who work with them.
Watching what they do and how they respond.
Observing them in different places and activities.
Interacting with the young person.
Actively presenting the young person with different experiences.
Reading through their school personal file (eg past reports and assessments).
All these ways are important in gaining a holistic overview of the child as a learner.
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Action research
Keeping this child in mind, you might be particularly concerned about one area of their development, and decide to see
how you could improve their situation.
Inquiry in schools is often based on 'action research'. This involves identifying an issue which needs intervention, proposing
a solution, implementing the solution, reviewing it, making changes to the intervention to increase its effectiveness, and
then repeating the cycle until you are satisfied with the outcome.
The action research spiral
This model is based on Kemmis and McTaggart, 1988.
How action research works
Watch the first five minutes of this Teachers'
Media video. Although it is set in a mainstream primary school, it clearly shows how the action research process works.
Intervention
Think of a classroom situation that you think of as an issue in need of intervention.
What strategy would you try out to resolve it?
Imagine the strategy was successful. If somebody then questioned you about it, what evidence would you need to prove that
the
strategy worked?
Click here for a sample response.
Note down the actions that George's team took to provide suitable evidence of his progress.
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