A critical reflection on how sensory stories facilitate high quality teaching and learning for children with profound and multiple learning disabilities (PMLD)

Martins, Phil (2017) A critical reflection on how sensory stories facilitate high quality teaching and learning for children with profound and multiple learning disabilities (PMLD). The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 70-80.

Preview

PDF - Published Version Available under License CC BY-NC Download (414kB) | Preview

Abstract

This practitioner research paper is an investigation into the use of Sensory Stories in a class with children with PMLD and whether it constitutes as 'High Quality Teaching and Learning' with this cohort. The results suggest that the use of Sensory stories did indeed help students to reach their targets. This success may be partially or greatly due to the use of 'intensive interaction' in conjunction with the sensory stories and signposts further research into the two.

Item Type:	Article
Journal / Publication Title:	The STeP Journal (Student Teacher Perspectives)
Publisher:	University of Cumbria
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Additional Information:	Phil Martins is a student at the University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	16 Nov 2017 10:03
Last Modified:	12 Jan 2024 18:46
URI:	https://insight.cumbria.ac.uk/id/eprint/3393

Downloads