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

  • be engaged in the learning process

  • be recognised and acknowledged as  a learner

  • develop an awareness of what they are learning

  • work with others in the learning process

  • share their learning and achievements with others

  • know when they have done something well

Practitioners ensure the development of the pre-requisite skills are integral in their planning and assessment.  It is crucial to create a culture of sharing the learning with students in a consistent, meaningful way. Students are provided with planned opportunities to communicate and share their learning and achievements with their class and school community, their whanau and family. Practitioners need to know how a student communicates and responds to interactions with people and stimuli  and provide appropriate opportunities and tools  for them to be able to do so. Students need regular and consistent feedback and acknowledgement of the learning and achievement in a manner that meets their needs.

Collaborative relationships - with families, with Professionals from other disciplines such as health, psychology, speech and language therapy, occupational therapy - provide huge benefits for the child’ (Barry Carpenter, 2010).

Effective practice ensures:

  • Learning intentions are achievable

  • Learning intentions are shared with the student at the beginning of every learning experience.  

  • Learning intentions are shared with class staff, students, whanau and family in a consistent a meaningful way that encourages a consistent and meaningful manner in which to respond.

  • The use of video and multi-media is used to share learning with the student and others

  • Learning experiences are sensory based  and planned for in a manner that is relevant and meaningful to the student.  

  • Appropriate e learning and assistive technology tools are used with students to provide a vehicle by which they can share what they know and can do and what they are learning with others e.g. eportfolio, Switch IT Maker, Slide Show Maker

  • Social skills are developed through Intensive Interaction

  • Joint attention is planned for and taught

  • Students’ communication intentionality is developed

  • A focus on communication

  • Students are given a means to communicate; the motivation to communicate; someone to communicate with; the time to communicate

  • Students are emotionally engaged

  • Turn-taking skills are developed

  • The development of declarative communications

  • Touch, sound, smell, symbol and signed cues are used to support transitions

  • Emphasis is put equally on developing both expressive and receptive communication

julie king,
Mar 31, 2015, 6:30 PM