Description of impact
This case study describes the impact of 25 years of research on assessment , teaching, learning and promotion of progress for people with profound and multiple learning difficulties (PMLD) Through collaboration with practitioners, government agencies and researchers in communication, research-based assessment, teaching and training tools have been developed for teachers and other professionals working with learners with PMLD informing. • Welsh Assembly Government (2006) Routes for Learning: Assessment Materials for Pupils with profound learning difficulties and additional disabilities. Cardiff: WAG • Guidance and Assessment Materials Profound & Multiple Learning Difficulties Produced by CCEA, 29 Clarendon Road, Clarendon Dock, Belfast, BT1 3BG http://www.nicurriculum.org.uk/docs/inclusion_and_sen/pmld/quest_guidance_booklet.pdf • Department for Education’s training materials for teachers of learners with severe, profound and complex learning difficulties (http://www.education.gov.uk/complexneeds/) • The ‘Routes to’ section of the literacy and numeracy framework in Wales to make it accessible to all learners, Supplementary Planning Guidance (WG, 2013). • Assessment, Curriculum and the Development of Communication for learners with PMLD across the UK and Ireland • Training for Teachers and other professionals working with pupils with complex needs in the UK, Ireland, Nigeria, Outputs are also cited in the curriculum documents of many special schools, training programmes for teachers, educational psychologists and speech and language therapists and education internet advice sources (see later sections)Description of the underpinning research
The underpinning research was conducted between 2003 and ….by Jean Ware in collaboration with Verity Donnelly (ACCAC) schools in Wales catering for pupils with PMLD and Prof J. Goldbart from Manchester Metropolitan University.The research comprises two related strands which have a considerable impact on children with PMLD and those who work with them.
Assessment; and planning for teaching, especially with regard to cognition and communication is a particular issue for learners with PMLD, whose complex combinations of difficulties provide considerable barriers to the use of many assessment tools. This research examined the adequacy of educational assessment tools for learners with PMLD, and developed and trialled an alternative approach. Trialling suggested that schools found the approach more useful than the alternatives, and subsequent research elsewhere has demonstrated the effectiveness of the Routes for Learning Approach. (e.g. Van Walwyck),
Training for teachers and other professionals working with people with PMLD is an ongoing issue (e.g. Carpenter, 2007 Salt, 2010) especially in the areas of assessment and communication development (REFS). This research has demonstrated that effective training is likely to be based on a mixture of ‘classroom sessions and in-situ training or mentoring.
Ware, J. and Donnelly, V. (2004) ‘Assessment for Learning for Pupils with PMLD – The ACCAC Insight Project’, PMLD Link, Vol 16 (3) pp12-17.
Welsh Assembly Government (2006) Routes for Learning: Assessment Materials for Pupils with profound learning difficulties and additional disabilities. Cardiff: WAG
Ware, J. and Thorpe, P. (2007) ‘Assessing and Teaching Children at the Early Stages of Development: Combining Psychology and ICT: An evaluation of a short inservice course for teachers of pupils with PMLD’, Support for Learning Vol. 22 (3), pp. 131-136.
Ware, J., Goldbart, J., Anderson, E. and Tan, A. (2014) ‘Effectiveness and Sustainability of interventions designed to enhance the quality of interactions between staff and people with Profound and Multiple Learning Difficulties: results from a systematic review of the literature’. Paper presented at the BERA Conference, London, September 23rd-25th 2014
Goldbart, J., Ware, J. Anderson, E. and Tan, A. (2014) ‘Effectiveness and Sustainability of interventions designed to enhance the quality of interactions between staff and people with Profound Intellectual and Multiple Disabilities (PIMD): a systematic review of the literature.’ Paper presented at the 4th IASSIDD Europe Congress, Vienna, July 15th- 17th, 2014
General Notes
Sources to corroborate the impact: Mcdermott, H. (2014) An exploratory multiple case study investigating how the Routes for Learning assessment approach has been implemented by professionals working with children and young people with profound and multiple learning difficulties PhD thesis Manchester, UK: The University of Manchester; 2014 Complexneeds.org.uk Training materials for teachers of learners with severe, profound and complex learning difficulties Module 2.4 Garner, P., Forbes, F., Fergusson, A., Aspland, T. and Datta, P.(2012) Curriculum, assessment and reporting in special educational needs and disability: A thematic overview of recent literature Australian Curriculum, Assessment and Reporting Authority Ware, J. (2008) ‘Severe and Profound General Learning Disabilities: Implications for Teaching and Learning,’ Keynote Address to the Special Education Support Service Conference, Enabling Access to the Curriculum for Students with Severe and Profound General Learning Disabilities Dublin: Ware, J. (2008) ‘Routes for Learning: The Communication Process.’ Keynote speech to the RNIB ‘See What I mean Conference’, London February 8th 2008 The Council for Curriculum, Examinations & Assessment (CCEA) Quest for Learning Guidance and Assessment Materials Profound & Multiple Learning Difficulties Produced by CCEA, 29 Clarendon Road, Clarendon Dock, Belfast, BT1 3BG http://www.nicurriculum.org.uk/docs/inclusion_and_sen/pmld/quest_guidance_booklet.pdf| Impact status | Potential |
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| Category of impact | Societal, Policy and Public Services |