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Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties
Author(s) -
Imray Peter,
Hinchcliffe Viv
Publication year - 2012
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12002
Subject(s) - curriculum , psychology , pedagogy , mathematics education , sociology
The introduction of the N ational C urriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current N ational C urriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.