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Unconscious and unnoticed professional practice within an outstanding school for children and young people with complex learning difficulties and disabilities
Author(s) -
Crombie Richard,
Sullivan Lesley,
Walker Kate,
Warnock Rebecca
Publication year - 2014
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 - 10.1111/1467-9604.12042
Subject(s) - unconscious mind , set (abstract data type) , psychology , learning disability , pedagogy , task (project management) , residential school , value (mathematics) , professional development , developmental psychology , mathematics education , sociology , psychoanalysis , management , machine learning , socioeconomics , computer science , economics , programming language
This article describes a three‐year project undertaken at P ear T ree School for children and young people with severe and multiple and profound learning difficulties. L esley S ullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. R ichard C rombie, educational psychologist, was engaged to work on the project. Also involved were K ate W alker and R ebecca W arnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks.