For students with complex, profound and multiple learning difficulties to:

  • develop a positive self-image

  • learn

  • be engaged

  • build positive relationships

  • be part of an inclusive learning and wider community

  • experience and be part of a wide range of social and cultural contexts.


"Practitioners need to create an environment that attempts 

to counter students’ poor behavioural states and poor behavioural 

rates and support students’ significant difficulties in information 

processing". (Ware, 2005).  

"The inclusion of a student within their classroom can be defined as the extent to which they are engaged with their social and educational environments". (Simmons & Bayliss, 2007).

Effective practice ensures:

  • Student’s sensory profiles inform the set-up of the classroom environment, learning experiences and sensory stimulation programmes

  • Consistency of approach and teaching plans

  • Clear routines and use of individual schedules

  • Individualised communication systems (Objects of Reference, visuals, PECS, PODD, switches, communication devices, sign language)

  • The development of positive relationships and the communication unique to a learner through Intensive Interaction

  • Student Profiles that identify positioning and best learning times

  • Tools such as The Happiness Audit and The Engagement Profile are used to identify motivators

  • Student motivators are used to promote engagement

  • Students have access and control in their environment

  • The Universal Design for Learning principles of multiple means of expression, multiple means of representation and multiple means of engagement are followed with reference to student’s sensory needs and preferences

  • Students are give repetition with variety rather than following a mastery approach

  • Staff regularly audit their language use

  • Learning is fun!