Schools should actively engage with research to support innovative approaches to enable all learners to progress.

Schools should develop systems and partnerships to ensure access to current research evidence. They should also support school-based research activity and allocate appropriate time for this form of collaborative professional learning and development. All stakeholders – teachers, learners, leaders – should develop a ‘growth mindset’, which sees hard work and persistence as contributing to success.

Schools should create strong leadership teams which can distribute tasks among stakeholders to ensure sustainability and secure engagement.

The RA project shows that effective leaders develop a school ethos that supports respectful interactions between all stakeholders. Language used to talk about learners should avoid labelling and all staff should take responsibility for all learners’ achievement and well-being. Dialogue should focus on ‘intentionally planning for the success of all students’ (EENET, 2017) to provide personalised opportunities for progress. It should also include listening to the learner voice to increase participation and engagement.

Conference about Profound Intellectual and Multiple Disabilities and Learning Processes

19 February, 2019 Events

What do we mean by profound intellectual and multiple disabilities (PIMD)? What does learning mean for a young person with PIMD? What socio-emotional and socio-cognitive processes are mobilised? What is it like to be a student with PIMD? How do people learn? How can we help them learn? What are the most favourable relational and institutional environments?

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