Rationale
An explanation of the use of Teaching and Learning Techniques regarding each of the activities used in each and every session.
Session plans are very structured; activities are repeated and follow the same order each session. This is because learners with pmld are unable to cope well with change and need continuous repetition to develop their learning abilities.
Profoundly disabled learners have personal learning styles that are unlikely to change dramatically through their life unless they have a regressive condition. Their personal learning styles are likely to show that they tend to be passive, withdrawn from the world, easily startled and frequently distressed. These characteristics are associated with the implications of chronic health difficulties and multiple physical disabilities, which for many learners combine to restrict their ability to interact with the world around them. From the perspective of formulating a curriculum relevant to the needs of these learners, awareness of their personal learning styles would need to be at the core. Therefore a well structured session concentrating on producing routine, repetitiveness and frequency is very important to these learners.
Greeting
I start each session and end each session the same way. I start with a greeting song. Music is stimulating as well as an effective means of attracting attention. It can therefore provide a valuable foundation for learning. Through hearing a special signature tune at the beginning and end of each session the learner gradually learns to recognise the situation and this prepares them to relate to the ensuing activities. In this way a framework is provided within which they will be attentive and feel secure.
I use music often in my sessions. Pmld learners can be frequently distressed and their disabilities can restrict their ability to interact.
According to the Priory Woods Curriculum policy on music:
'music is a powerful, unique form of communication that can change the way learners feel. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture past and present, it helps learners understand themselves and relate to others, forging important links between the home, sch'ool and the, wider world.'
Taking part in music can benefit a physically awkward person by relaxing muscular tension and such relaxation can also help change peoples moods.
Pratt and Stephens (1995) point out that simply because ‘a learner might not have developed the vocabulary to express an emotional or aesthetic response does not mean that the response does not take place.'
Listening Skills
The objective is to encourage learners to hold their heads up and engage eye contact and improve tracking skills. For more advanced learners you can progress to recognising sounds and being able to show what they have heard through the use of Makaton signs.
With Downs' Syndrome often language development is delayed. Makaton takes advantage of the fact that visual and physical skills precede the speaking and listening abilities.
Miller et al (1991) noted that ‘children with Downs' Syndrome can attain a similar level of development to a physically developing child if their signed vocabulary was included.'
Sensory
The teaching of profoundly disabled learners is undertaken at a sensory function level with the intention of promoting emotional security and basic interaction (Nind & Hewett 1998).
The high incidence of sensory impairment in learners with pmld means that these learners are unable to develop any meaningful understanding of the world around them without a tightly controlled and consistent learning environment (Brown et al 1998).
Games
I encourage my learners to participate in games to promote fun, increase hand eye co-ordination, motor skills, turn taking and increase their ability to follow simple instructions. Games give the chance for joint attention around an action.
Movement
I develop movement/body awareness activities with the help of music and songs. A link has been found between feelings and behaviour. Those who participate in movement work are calmer.
Pert (1997) scientifically investigated a link between the brain, body and behaviour states.
Pmld learners have difficulty in experiencing, receiving and organising essential information about themselves. Interaction in their environment becomes restricted and as a result they can develop a distorted image of their body. They lack control over their movements and have problems in communicating. This can cause general insecurity and emotional disturbance, which can further obstruct the possibility of normal development. To break this potentially vicious circle, basic body awareness must be strengthened. This requires a secure environment within which learner's attention is acquired, maintained and directed through meaningful and motivating activities.
I find learners, even those who are acutely withdrawn, become more willing to accept physical contact within a musical structure.
I agree with Suzuki who uses movement to reduce tension and Jacques-Dalcroze who uses it to develop greater self-expression.
Therefore having a routine/repetitive session plan with activities in a set order, providing a safe secure environment is an essential starting point for pmld learners to start to learn.
Session plans are very structured; activities are repeated and follow the same order each session. This is because learners with pmld are unable to cope well with change and need continuous repetition to develop their learning abilities.
Profoundly disabled learners have personal learning styles that are unlikely to change dramatically through their life unless they have a regressive condition. Their personal learning styles are likely to show that they tend to be passive, withdrawn from the world, easily startled and frequently distressed. These characteristics are associated with the implications of chronic health difficulties and multiple physical disabilities, which for many learners combine to restrict their ability to interact with the world around them. From the perspective of formulating a curriculum relevant to the needs of these learners, awareness of their personal learning styles would need to be at the core. Therefore a well structured session concentrating on producing routine, repetitiveness and frequency is very important to these learners.
Greeting
I start each session and end each session the same way. I start with a greeting song. Music is stimulating as well as an effective means of attracting attention. It can therefore provide a valuable foundation for learning. Through hearing a special signature tune at the beginning and end of each session the learner gradually learns to recognise the situation and this prepares them to relate to the ensuing activities. In this way a framework is provided within which they will be attentive and feel secure.
I use music often in my sessions. Pmld learners can be frequently distressed and their disabilities can restrict their ability to interact.
According to the Priory Woods Curriculum policy on music:
'music is a powerful, unique form of communication that can change the way learners feel. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture past and present, it helps learners understand themselves and relate to others, forging important links between the home, sch'ool and the, wider world.'
Taking part in music can benefit a physically awkward person by relaxing muscular tension and such relaxation can also help change peoples moods.
Pratt and Stephens (1995) point out that simply because ‘a learner might not have developed the vocabulary to express an emotional or aesthetic response does not mean that the response does not take place.'
Listening Skills
The objective is to encourage learners to hold their heads up and engage eye contact and improve tracking skills. For more advanced learners you can progress to recognising sounds and being able to show what they have heard through the use of Makaton signs.
With Downs' Syndrome often language development is delayed. Makaton takes advantage of the fact that visual and physical skills precede the speaking and listening abilities.
Miller et al (1991) noted that ‘children with Downs' Syndrome can attain a similar level of development to a physically developing child if their signed vocabulary was included.'
Sensory
The teaching of profoundly disabled learners is undertaken at a sensory function level with the intention of promoting emotional security and basic interaction (Nind & Hewett 1998).
The high incidence of sensory impairment in learners with pmld means that these learners are unable to develop any meaningful understanding of the world around them without a tightly controlled and consistent learning environment (Brown et al 1998).
Games
I encourage my learners to participate in games to promote fun, increase hand eye co-ordination, motor skills, turn taking and increase their ability to follow simple instructions. Games give the chance for joint attention around an action.
Movement
I develop movement/body awareness activities with the help of music and songs. A link has been found between feelings and behaviour. Those who participate in movement work are calmer.
Pert (1997) scientifically investigated a link between the brain, body and behaviour states.
Pmld learners have difficulty in experiencing, receiving and organising essential information about themselves. Interaction in their environment becomes restricted and as a result they can develop a distorted image of their body. They lack control over their movements and have problems in communicating. This can cause general insecurity and emotional disturbance, which can further obstruct the possibility of normal development. To break this potentially vicious circle, basic body awareness must be strengthened. This requires a secure environment within which learner's attention is acquired, maintained and directed through meaningful and motivating activities.
I find learners, even those who are acutely withdrawn, become more willing to accept physical contact within a musical structure.
I agree with Suzuki who uses movement to reduce tension and Jacques-Dalcroze who uses it to develop greater self-expression.
Therefore having a routine/repetitive session plan with activities in a set order, providing a safe secure environment is an essential starting point for pmld learners to start to learn.