ERIC Number: EJ721361
Record Type: Journal
Publication Date: 2005-Nov
Reference Count: 24
Teachers' Views of their Pupils with Profound and Multiple Learning Difficulties
European Journal of Special Needs Education, v20 n4 p375-385 Nov 2005
This paper explores the perceptions of a small group of teachers of pupils with profound and multiple learning disabilities (PMLD) in north-eastern England. The focus of the paper is their views of their pupils who have PMLD. A total of 14 teachers were interviewed, both individually and in small groups over a four-year period. This paper stems from the individual interviews, which were validated at the group interview stage. Through the interviews we hear how neurological, developmental and coexistence issues help shape teachers' views of their pupils. Thirty years ago this group of pupils received their education from the Department of Health; today they are in schools and we hear the teachers in this project reflect on their students' learning needs in positive and professional ways. What emerges through this research is the need for teacher educators to support professional development experiences that enable teachers to integrate the distinct perspectives of parents and the more contemporary theories of disability into their understandings of this group of learners. In this way, teachers of pupils with PMLD would build upon their professional knowledge base to include wider parental and societal perspectives.
Descriptors: Foreign Countries, Special Education Teachers, Teacher Attitudes, Severe Disabilities, Multiple Disabilities, Student Characteristics, Developmental Disabilities
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)