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

  • Generalise their learning

  • Build upon what they know and can do

  • Continue to make progress

Planning should start from the basis of needs, interests, aptitudes and achievements of the learners’ (SCAA, 1996).

As practitioners we need to ensure the learning is meaningful and relevant to the students and is within their capabilities (cognisant of Erickson’s red / yellow / green directions for ‘Integrating Academic, Communication and Motor Programs

for Students with Significant Disabilities’).

Next learning steps need to be small and achievable in order for students to make connections with what they have learnt and to build on what they already know.  

Effective practice ensures:

  • Students are at centre of the learning process, the activity is the experience

  • The learning intention is relevant and achievable

  • Multiple opportunities for the student to practice and demonstrate the learning to build on what they know; repetition with variety

  • Strong home school partnerships ensure learning is embedded

  • Planning involves a yearly overview in order to build on learning

  • Sensory functioning is assessed

  • Sensory stimulus is consistent

  • The students’ achievements, however small, are recognised and celebrated.

  • The students achievements are shared and celebrated and are integral to creating a supportive learning environment

  • Appropriate e learning and assistive technology tools are used with students to make connections with what they know and can do and what they are learning

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

  • A simple student centred portfolio/eportfolio for the student is developed to share and record their learning.

  • Structured, detailed handovers between teachers