Route Map through
Career-long
Professional
Learning (CLPL)
For those making provision for children
and young people with complex
additional support needs in schools
in Scotland
This publication has three broad aims:
•
To act as a prompt for discussion around the context of and issues relating to CLPL for
those making provision for children and young people with complex additional support needs.
•
To inform practitioners about ways in which they might engage in meaningful CLPL for
improving practice in curriculum, learning and teaching, assessment and support for children and
young people with complex additional support needs.
•
To support teachers in achieving Professional Recognition for areas of enhanced
accomplishment in their professional practice.
What is CLPL?
The Scottish teaching profession is committed to career-long professional learning (CLPL).
Information about the nature and purposes of CLPL can be found in the GTCS publication of 2012
which can be found here
Education Scotland also has information about CLPL as part of its online services.
The General Teaching Council Scotland (GTCS) document, The Standard for Career-Long
Professional Learning: supporting the development of teacher professional learning (GTCS 2012)
identifies CLPL as:
•
Pedagogy, learning and subject knowledge
•
Curriculum and assessment
•
Enquiry and research
•
Educational contexts and current debates in policy, education and practice
•
Sustaining and developing professional learning
•
Learning for sustainability
Professional recognition
GTC Scotland's Professional Recognition recognises the enhanced, significant and sustained
enquiry a teacher has undertaken and the development of their professional learning in a particular
area. It provides the opportunity for that teacher to be recognised as an accomplished/expert. Many
teachers working within complex additional support needs have, or are developing, these areas of
enhanced expertise.
In order to achieve Professional Recognition teachers are required to adopt an enquiring approach
to investigate and evidence that they have engaged in enhanced, significant and sustained
professional learning to develop professional knowledge and understanding. Teachers also need to
evidence how this has impacted on their skills and abilities, and on learners and learning. This
resource aims to offer key resources and research in making provision for those with complex
additional support needs to support enquiry investigation and evidence for Professional Recognition.
This resource considers key aspects of making provision for those with complex additional support
needs, offering important documents, links and resources as well as giving lines of enquiry to
enhance professional learning.
Information and support about gaining Professional Recognition in a specific area of expertise in
education is found within GTCS and their application form is found here
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Professional Recognition: Suggested lines of enquiry for those making
provision for those with complex additional support needs:
1.
How well do you identify, assess and make provision for those with complex additional
support needs through:
•
a relevant and personalised curriculum
•
health and wellbeing as the key curricular area
•
their individual learning needs and also their learning style.
2.
How effectively can you provide experiences for learners with more complex needs in their
broad general education at different levels? How does assessment inform their successes in
progressing through experiences and outcomes at the appropriate levels?
3.
•
•
•
In your class, how well do you ensure assessment approaches inform :
where learners with complex additional support needs are in their learning
where they need to go
how best to get there
4.
How well do you ensure children and young people, (through use of their agreed means of
communication) are involved in making decisions about their learning and that their views are
regularly sought, communicated with them and taken account of in a relevant and meaningful
way?
5.
How well do you ensure all staff and partnership agencies including parents and carers
work effectively together to plan and co-ordinate appropriate support in order to meet individual
needs?
6.
How effectively do you ensure teaching approaches are flexible and carefully matched to
the needs of all learners, taking account of their strengths, interests and preferences?
7.
How well do you take account of behavior as communication and ensure that children and
young people feel safe and secure in their relationships with key staff and are given the
appropriate support to manage their behaviour?
8.
Ensuring children’s entitlement to a broad general education means children gaining
experiences in all experiences and outcomes up to 3rd level by S3. How best can this entitlement
be met?
9.
In the Senior Phase how well can the range of Units and courses at National 1 and Units
and courses at National 2 be used to accredit achievement?
You should have a professional discussion with your line manager to discuss the potential or
current areas of professional learning and development you have identified for Professional
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Recognition. This discussion should include a critical reflection upon how the learning and
development you are gaining is impacting on your professional practice, your learners and
colleagues, as well as any next steps to consider for the future.
Children and young people with complex additional support needs
Children and young people with the most complex additional support needs have conditions that
co-exist. These conditions overlap and interlock creating a complex profile. Their complex needs
require a personalised learning pathway that recognises their unique and changing learning
patterns. Such learners present with a combination of layered needs e.g. behavioural, physical,
medical, sensory, communication and cognitive. Learners need informed, specific support and
strategies including multi agency input. Such support is needed for learners to engage effectively
in the learning process and to participate actively in classroom activities and the wider community.
Their progress and achievements may be inconsistent, presenting an atypical or “jagged profile”.
Some learners may be functioning at early developmental levels throughout their lives.
Pedagogy, Learning and Progress
The population of children with complex needs is changing. Their needs are becoming
increasingly complex. More children are benefitting from medical progress to live longer than
before, taking account of their needs. Practitioners working with those with complex additional
support needs engage with many fundamental aspects at the heart of learning. A key message
from the Doran Review Report was :
“Children and young people with complex additional support needs are
not a uniform group whose needs can be met in exactly the same way.
In most instances the pattern of needs is unique to the individual and
the circumstances of his or her life and environment. Many with the
right support will progress into independent lives and higher education.
Others will need intensive physical and social support throughout their
lives. Like all other children and young people they progress through
learning and require the best conditions in which to learn. All
contributing to their wellbeing share a responsibility for helping them to
learn.”
The Right Help at the Right Time in the Right Place. Strategic Review of Learning Provision for Children and Young
People with Complex Additional Support Needs.
Key aspects of practice to consider:
In what ways do children and young people with complex additional support needs learn best?
How can practitioners best develop their knowledge, skills, and methodologies in delivering high
quality learning and teaching for learners, many of whom are at the very earliest stages of
cognitive development? How do we access reliable, authentic and academically rigorous
information about the context for learning and working with children and young people with
complex needs? How can we ensure that breadth, challenge and application of skills within
significant aspects of learning feature? How do we best track experiences and monitor progress
for children and young people with more complex needs?
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Curriculum and Assessment
“Curriculum for Excellence aims to achieve a transformation in education in Scotland by
providing a coherent, more flexible and enriched curriculum from 3 to 18. The curriculum
includes the totality of experiences which are planned for children and young people through
their education, wherever they are being educated.” Education Scotland
Curriculum for Excellence has clear experiences and outcomes, but how can we be sure that the
curriculum we teach based on these experiences and outcomes is appropriate, relevant and
engaging for children and young people with complex additional support needs?
When designing the curriculum for children and young people with complex support needs
relevance and personalisation should feature. This supports learners to participate fully in their
learning, achieve their potential and to enjoy the here and now.
There should be a focus on meeting individual needs which have been clearly identified and on the
all round development of the child or young person, putting them first and taking full account of
their age and stage of learning. The curriculum content will incorporate academic, developmental
and therapeutic learning in the core areas of health and wellbeing including physical, social and
emotional development, cognitive development and communication and language. It must be
planned with the needs of the learner at the centre to ensure that priorities and key concepts are
revisited in different contexts to ensure learning, generalisation and embedding of relevant skills
and understanding.
Tasks and activities should be challenging as well as supportive. Learners will have needs met
through cross curricular work which ensures learning in context offering real life experiences.
Personalised learning should be a key feature within the curriculum and used to ensure relevance,
breadth and balance on an individual basis. It will be practical and functional with an emphasis on
skills for life and learning, be sufficiently enjoyable and multi-modal to provide high quality learning
experiences which motivate children and young people to attend, investigate, experiment and be
engaged in their learning.
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Building the Curriculum
Starting Points
Curriculum for Excellence aims to ensure that the curriculum is built around the child or young
person. The Building the Curriculum series provides the opening generic advice for planning
opportunities for any learner. Education Scotland houses some generic guidance, advice on
personalising learning and individualised planning as well as guidance from practitioners within the
following links.
Other resources
South Lanarkshire’s Framework for Supporting Pupils with Severe and Profound Learning Needs
developed by Psychological Services and Inclusive Education Service (2015)
Training modules and resources for teaching SEND (Special Educational Needs) pupils and its
suite of modules for provision for complex needs.
Training materials for teachers
There are 16 modules and a study planner tool to help you determine your needs. The modules
are spread across 4 study levels. This is to make sure they cater for teachers with varying
expertise – trainee teachers, teaching assistants and anyone with an interest in those with complex
needs. They are designed to:
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•
•
•
improve teachers’ knowledge, skills and understanding
help school staff to raise achievement for pupils
introduce trainees or mainstream school teachers to the benefits of teaching pupils with
severe, profound and multiple, and complex learning difficulties.
EQUALS is a registered charity, committed to supporting the work of teachers of pupils with
profound, multiple and severe learning difficulties in England and Wales. Its Mission is to promote,
share and reflect best practice in learning and teaching through collaborative working with
practitioners and professionals at a national, regional and local level.
Assessment and observation for learners with complex needs
Starting Points
Observation
Observation ‘involves practitioners observing children to understand their level of achievement,
interests and learning styles, and then to shape learning experiences for children and young
people reflecting those observations.’ Observation is the key to assessment and understanding
what children and young people know and can do, and it is the most reliable way of building up an
accurate picture of their development and learning.
For children with complex additional support needs observation provides valuable information on
their strengths, their preferences and how they respond to the environment and the people in it
that is not always evident through other means of assessment.
Good observations are made when practitioners have:
• A sound knowledge of child development and of how children learn
• A sound knowledge of the curriculum and what the next steps in learning might be for
individual children.
Further information on approaches to observation is accessed here
Assessment
For children with complex additional support needs, assessment will consider the interaction
between the learner and their learning environment. Such an approach will take a holistic view of
learners by focusing on how children and young people learn and by acknowledging their different
strengths and achievements. It will take account of the needs of child and young person and also
the impact of sensory impairments, motor disabilities, medical problems and cognitive processing
difficulties that the learner experiences.
It should also take account of learners’ preferred sensory and learning channels and their ways of
processing information and have a focus on early communication, cognitive and sensory skills that
are the foundation of all learning and crucial to an improved quality of life. Assessment will also
celebrate the different abilities of learners with the most complex needs.
Assessment should also recognise interactions in new settings and contexts as valid progress.
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Such recognition is similar to the learners’ development of new skills. Its relevance is related to
atypical patterns of development with children and young people with complex needs. Such
assessment will capture how new information and stimuli are processed, how new experiences are
accommodated into existing schemes and learners’ approaches to problem-solving situations.
The use of formative assessment where assessment for learning takes place during learning,
working with the child or young person to determine what is being learned and identifying what the
'next steps' should be should be ongoing and based on day to day classroom practice, where both
teachers and pupils use feedback to improve the learning.
In summative assessment - assessment of learning takes place after the learning and tells us
where pupils have been at given points in time and what has been achieved. It can be used to
measure progress and achievement rather than support learning.
Assessment should help inform us:
•
where the learners are in their learning
•
where they need to go, and
•
how best to get there
Key resources about assessment can be found at Education Scotland or with the Welsh
Government’s Routes for Learning with its Assessment Booklet, Route Map and associated
guidance.
Communication and Language and Literacy
Starting Points
Communication has been described as ‘the essence of human life’ (International Society for
Augmentative and Alternative Communication). Human beings are great communicators. It is the
means by which information is given and received and impinges on all areas of life. The ability to
communicate is essential to social, emotional and cognitive development and for general wellbeing.
Communication may be unaided (eye pointing, body language, gesture, signed or verbal) or
aided by objects, pictures, symbols or communication aids which provide speech or text
(commonly known as VOCAs – Voice Output Communication Aids). Mobile technology eg
tablets and relevant apps also provide useful aids to communication.
Communication is a basic human right. The Convention on the Rights of Persons with
Disabilties defines communication as
"Communication" includes languages, display of text, Braille, tactile communication, large print,
accessible multimedia as well as written, audio, plain-language, human-reader and
augmentative and alternative modes, means and formats of communication, including
accessible information and communication technology.”
Through communication we control our existence, make friends and build relationships enabling
us to be sociable human beings – fully participating members of our families, communities and
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the wider world. It is the way we become independent, make choices, learn, express feelings and
thoughts and make sense of our world. In Curriculum for Excellence’s Literacy across learning
Principles and practice
it is stated
‘Our ability to use language lies at the centre of development and expression of our emotions,
our thinking, our learning and language itself is a key aspect of our culture, all teachers have
responsibility for promoting language.’
Every member of staff in every area of the curriculum needs to find opportunities to encourage
young people to explain their thinking, debate ideas at a level which will help them develop their
language skills further irrespective of their preferred mode of communication
Children and young people with complex needs not only need to have their preferred means of
communication supported, they will need to be taught how to develop effective communication
and, particularly in the case of pupils on the autistic spectrum, what communication is for. In
order to meet the communicative needs of all pupils across the curriculum a Total
Communication approach is required. Such an approach involves determining pupils’
communicative abilities and presenting information to them via the most effective and appropriate
means; this may be through giving opportunities to develop facial expressions or gestures, using
symbol communication systems such as PECS or teaching use of a high-tech communication
aids or spoken language. Total Communication environments give maximum opportunity for
communication using all modalities, giving as many clues as possible to help understanding and
supporting individuals to express themselves in the most effective way they can.
CALL Scotland
Communication, Access, Literacy and Learning (CALL) Scotland provides pupils and families,
local authorities and professionals with strategic leadership, assessment and support, continuing
professional development and training, specialist information and expert advice, assistive
technology loans and technical support and knowledge transfer, research and development.
CALL Scotland offers a range of key approaches to promote Communication in all its forms.
Numeracy including understanding and relating to the environment
Children and young people with complex support needs need people around them who help them
to explore and interpret the world. They can have difficulty in making sense of the world around
them. Understanding how children develop cognitive skills is key when teaching children and
young people skills in this area of the curriculum. According to psychologist Jean Piaget, children
progress through a series of four key stages of cognitive development. Each stage is marked by
shifts in how they understand the world. Piaget believed that children are like "little scientists" and
that they actively try to explore and make sense of the world around them. Through his
observations of his own children, Piaget developed a stage theory of intellectual development that
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included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage,
from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal
operational stage, which begins in adolescence and spans into adulthood. In children with complex
needs these stages of development do not come naturally. Because of their complex needs they
may have difficulties with thinking and learning to think effectively. They have particular difficulties
with memory, information processing, generalisation and problem solving. They may be more
passive learners who respond best to a multi-sensory approach to learning to engage their senses
and help develop their learning.
Most importantly they need to want to respond in a learning situation and an understanding of
prerequisites to learning provides an awareness of the importance of developing these skills in
learners with complex needs before they can progress to more formal development and acquisition
of skills across the curriculum.
Health and Wellbeing – Responsibility of all
Starting Points
Many children with complex learning disabilities require support and help with their wellbeing and
their personal care needs throughout their time in school.
We therefore have to recognise these needs and ensure that they are met in such a way that
ensures the privacy and dignity of the pupils while safeguarding both the children involved and
those who provide their care.
Many children with additional support complex needs may also have long-term and complex
medical conditions requiring on-going support, medication and care while at school to help them
manage their condition and keep them well. Children born, pre-term or with low birth weight have
a greater risk of incurring a range of disabilities, physical or cognitive. For such children, joining
up different elements of their care and education is essential and a range of allied health
professionals will play key parts in identifying, assessing and delivering services within schools
and the curriculum.
Effective physical management requires a range of professionals including the physiotherapist,
occupational therapist and speech and language therapist to work together within an integrated
programme. Programmes will aim to minimise secondary difficulties, maximise physical ability
and function, and promote learning, communication, effective eating and drinking skills and
inclusion. In times of diminishing resources where allied health professionals are delivering
services in different ways, the role of school staff is fundamental to the delivery of such
programmes and interventions on a daily basis. Access to high quality training will ensure they
have the necessary skills and knowledge to meet the needs of the children and young people.
Careful planning and timetabling is essential in ensuring learning and health needs are met
enabling children and young people to access and participate fully in a broad, balanced and
relevant curriculum where all daily routines are used as learning experiences.
Partnership working with the range of professionals delivering services to children with complex
needs will provide opportunities for joint CLPL across health, social services and education. The
emotional wellbeing of children and young people with complex needs is hugely important and
often overlooked. Many schools are working with their educational psychologist to develop
nurturing approaches with a focus on emotional wellbeing.
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Starting Points
Health and Wellbeing the responsibility of all 3-18 Impact Report
Advice on Partnership Working
Developing Successful Learners in
Nurturing Schools
Getting it Right for Every Child: The Team Around the Child
The Getting it right for every child (GIRFEC) practice model is a consistent way for people to work
with all children and young people. The approach helps us focus on what makes a positive
difference for children and young people – and how we can act to deliver these improvements.
Getting it right for every child is being threaded through all existing policy, practice, strategy and
legislation affecting children, young people and their families. The team around the child has been
developed in response to the need for joined up services and the need to provide a more
integrated approach within existing resources. This is particularly important in meeting the needs
of children and young people with complex needs.
This means working across organisational boundaries and putting children and their families at the
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heart of decision making – and giving all children and young people the best possible start in life
The team around the child works to help to identify the child's needs and strengths. The team will
include relevant family and professionals who work together to create a plan showing how the
services will work together with the child and family to meet the needs of the child or young
person.
One of the team will take on the role of Lead Professional. This person has the responsibility of
making sure everyone works to meet the targets in the plan. Parents/carers and young people
have a key role in the process. Parents/carers needs are recognised and their central role in
meeting the needs of the child should be acknowledged and taken into account. The views of
children and young people are also important to consider and in children and young people with
complex needs this should be done appropriately and meaningfully within the context of their
developmental stage, their communication needs and involve someone who knows them well
and can elicit and interpret their views without influencing or misreading them.
The Learning Environment
Learners with complex needs will continue to learn throughout their lives if offered the appropriate
opportunities and environment. It is important to create a learning environment which is safe,
secure and predictable and one which offers interesting and motivating opportunities for learning
throughout the day.
We need to meet the diverse needs of children with complex needs by being proactive in
adopting varied approaches to learning, teaching and assessment. Addressing the full
continuum of needs involves working flexibly and creatively to ensure our environment is
conducive to learning for all.
For most children and young people with complex needs the best times for learning are during
quiet and active alert states. At times of very high or low arousal, learning will not be effective.
Internal factors, such as hunger, tiredness, discomfort and state of health, have an impact on the
learners’ levels of arousal, as do external factors such as noise, light, temperature and
movement.
Learners’ ability to attend and learn can change at different times of day. Levels of hormones,
such as cortisol and adrenalin, vary throughout the day and affect learners’ states of alertness.
Blood sugar levels may also affect their ability to learn. We may need to plan optimum times for
learning around feeding routines for learners. Learners’ medication can cause side effects that
are detrimental to learning. With experience, you will know which factors to consider when
deciding the best times for working with each learner. Behaviour and communication are interconnected. Children with complex needs often display inappropriate or challenging behavior in
an effort to communicate something or when their communication is not understood or being
acted on. Their communication needs and the reasons for the behavior need to be explored and
supports put in place to change or provide strategies to manage the behaviour.
There are many resources available for behavior support. Many of these eg SPELL have been
developed for young people with autism, however the principles can be adopted in all learning
environments and provide a structure in developing an appropriate learning environment.
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In creating the appropriate learning environment we need to consider :
•
Curriculum adaptation - Changing what is taught
•
Modification - Changing how we teach
•
Environmental considerations - Changing where we teach
•
People - Looking at who teaches or supports learning and teaching and what that support
looks like.
Enquiry and Research
What current research exists in complex needs and how does this contribute to our ability to
deliver high quality learning and teaching? How might practitioners themselves engage in
research in their own contexts? To what extent is our practice based on rigorous peer-reviewed
research and/or action research carried out by practitioners themselves?
Starting Points
A Literature Review on Multiple and Complex Needs
http://www.gov.scot/resource/doc/163153/0044343.pdf
Supporting Learners: Provision for those with complex needs- A Conversation.
Education Scotland 2015
http://www.educationscotland.gov.uk/resources/r/genericresource_tcm4871742.asp
The Scottish Educational Research Association:
http://www.sera.ac.uk
Complex Learning Difficulties and Disabilities (CLDD) research project
http://complexld.ssatrust.org.uk/
Educational contexts and current debates in policy, education and practice
How does educational policy impact upon additional support needs and in particular complex
additional support needs? What are the policy drivers for nationally and locally? What are the
current debates within additional support needs and how do these impact upon delivery of
education to children and young people with complex needs?
Starting Points
Equality and Human Rights Commission (Scotland) www.equalityhumanrights.com/scotland
What is GIRFEC? - The Scottish Government
http://www.gov.scot/Topics/People/Young-People/gettingitright/background
The Children & Young People (Scotland) Act - SCCYP
http://www.sccyp.org.uk/policy/children-young-people-scotland-act
Education (Additional Support for Learning) (Scotland) Act 2004
http://www.gov.scot/Topics/Education/Schools/welfare/ASL
Doran Review - The Scottish Government
http://www.gov.scot/Topics/Education/DoranReview
You should explore your own local authority’s/school’s policies and consider the policies which
exist in your own establishment.
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Broad principles of CLPL and their link to Complex Needs
Four broad elements of high quality CLPL have been identified by Education Scotland as below:
Reflection on practice:
•
Asking questions, being curious and looking closely at practice
•
Developing skills in observing what is happening
•
Developing skills in analysing and evaluating what is happening
•
Exploring roles and approaches in professional practice.
In complex needs this could translate into:
•
Keeping a professional learning journal including self-reflection on practice
•
Using video to capture and analyse learning and teaching
•
Asking colleagues to observe and feedback on practice
•
Devising questionnaires and other research methods to capture learners’ views on practice
Experiential learning:
•
Trying out and exploring the impact of approaches
•
Experimenting and taking risks with innovative practice
•
Examining outcomes and identifying learning from innovative practice
•
Building new ideas into practice in structured ways.
In complex needs this could translate into:
•
Trying out a new ways of delivering experiences
•
Trying out a completely new topic area or activity
Cognitive development:
•
Being open to and seeking new ideas and practices
•
Questioning assumptions about practice
•
Using different sources to critically examine experience and practice
•
Testing ideas and exploring the implications for practice.
In complex needs this could translate into:
•
Asking questions about the best ways to approach a particular area or learning need
•
Seeking the views of colleagues, including colleagues from mainstream backgrounds
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•
•
about approaches and methodologies
Observing colleagues in other learning contexts and adapting their practices for complex
needs
Considering differing perspectives and approaches to learning
Collaborative learning:
•
Working collaboratively to support each other in changing practice
•
Sharing ideas and experiences through professional dialogue
•
Seeking constructive feedback on practice and the impact on pupil learning
•
Providing constructive feedback on practice and the impact on pupil learning.
In complex needs this could translate into:
•
Working with colleagues from other establishments to devise, deliver and review
approaches in asn / complex needs
•
Setting up network groups to share ideas and develop resources
•
Setting up mentoring arrangements within establishments to share ideas and allow
for the development of ‘critical friends’ networks
•
Working with key partners from other agencies to develop collaborative
approaches to meeting complex needs
Specifically, these broad approaches could lead to focused CLPL activities as follows:
•
•
•
•
•
•
•
•
•
•
•
•
•
Self-evaluation and reflection
Experiential, action or enquiry-based learning
Focused professional reading and research
Curricular planning
Peer support e.g. coaching or mentoring
Classroom visits/observation
Work shadowing
Co-operative or team teaching
Participation in collaborative activity e.g. professional learning community, learning round
Leading or participating in a working or task group
Planning learning which is inter-disciplinary or cross-sectoral
Participation in activities relating to assessment and moderation
Accredited courses or activity related to achieving national professional standards for
teachers
In addition, CLPL can contribute to the GTCS Professional Recognition process for
practitioners. Accessing CLPL in complex additional support needs
Professional Reading and enquiry
Appropriate professional reading should be a significant aspect of CLPL for all practitioners. This
can cover a range of sources as suggested below, and offers practitioners the opportunity to
update their knowledge and skills or develop new approaches to learning and teaching through
the use of a wide range of source material:
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•
Books, textbooks, and other written sources: learning in the context of complex needs
may be achieved by reading relevant publications. These can be within broad educational
contexts, or may be very focused on specific themes/issues and approaches covered in
complex needs.
•
Other media; internet sources: we live in an information-rich world. CLPL can involve
accessing that richness to support and develop effective practice.
•
Professional journals/papers: Many professional journals are now available online – some
incur costs and others do not. Particularly helpful in complex needs :
SLD Experience
http://www.bild.org.uk/our-services/journals/sld-experience
PMLD Link
http://www.pmldlink.org.uk/the-journal
SEN Magazine
https://www.senmagazine.co.uk
Complex Needs Support Manual http://www.supportmanual.co.uk/
Professional learning resource - Education Scotland
http://www.educationscotland.gov.uk/learningandteaching/assessment/progressandachiev
ement
•
Anyone registered with the GTCS can freely access the EBSCO education source
package through their MyGTCS account. This package includes a range of eBooks and full
text for over 1,800 journals. Details of this can be found at http://www.gtcs.org.uk/ebsco
Meetings with colleagues
Some of the most beneficial CLPL can be accessed through interactions with colleagues in other
contexts. These can be formal events, for example, meetings arranged by local authorities or
organisations such as Education Scotland, or informal gatherings organised by practitioners
themselves where ideas and resources are shared, talked about and developed. In addition,
‘Teach Meets’ and online webinars provide access to practitioners across the country and may
be focused on specific topics or more general open discussion areas. You can start a Teach
Meet: http://teachmeet.pbworks.com/w/page/19975349/FrontPage
Alternatively, Teach Meets can be arranged if you have access to Skype, Facetime or any other
kind of online conferencing software. Education Scotland also runs Glow Meets where
practitioners can login in and join in the debate and discussion. A full calendar of such events is
here:
https://portal.glowscotland.org.uk/establishments/nationalsite/GlowTV/tvpages/Schedule.aspx
and if you don’t find anything of use, contact Education Scotland and ask for Glow Meet or event.
Note too that variety is useful here – CLPL as learning from across different sectors and learning
contexts can be very valuable. Look out for Education Scotland’s further development of GLOW.
Visits to other schools and establishments
Visiting another school or establishment provides a good level of CLPL. On such visits, learning
strategies, observing different methodologies, looking at resources for specific areas or learning
needs and sharing of ideas are all useful ways of accessing CLPL. Visits to schools with
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different contexts can be helpful in emphasizing similarities and differences in approaches to key
areas. Some CLPL provision can be short-term such as a single day, evening or weekend.
Extended courses and award-bearing courses
There are a range of courses which can be followed towards certification. These can also be
fully or partly distance learning options or require some kind of attendance. A range of
universities and further education colleges across Scotland, and beyond throughout the UK and
worldwide, offer courses leading to qualifications - from undergraduate to postgraduate degree
courses and everything in between. The key here is to consider:
•
•
•
How much time can be allocated to such study?
What is the short and long-term goal of such study?
What are the cost implications of such study?
In Scotland, some undergraduate study of topics relevant to complex additional support needs is
available across a number of Universities. Contacting the university directly will enable
practitioners to ascertain what is offered and how far this suits individual needs.
Scotland’s Universities are:
www.ed.ac.uk
www.gla.ac.uk
www.strath.ac.uk www.dundee.ac.uk
www.rgu.ac.uk
www.gcu.ac.uk
www.hw.ac.uk
www.open.ac.uk
www.st-andrews.ac.uk
www.stir.ac.uk
www.abertay.ac.uk
www.uws.ac.uk
www.abdn.ac.uk
www.napier.ac.uk
www.qmu.ac.uk
www.uhi.ac.uk
Postgraduate study is also available across a number of Scotland’s universities. This generally
leads to four levels of qualification: Postgraduate Certificate; Postgraduate Diploma; Master’s
Degree; Doctorate. There are many postgraduate opportunities in the broad field of learning,
teaching, education and pedagogy.
Further education colleges may also offer courses relevant to the delivery of high quality complex
needs The website http://www.collegesscotland.ac.uk/colleges-scotland-homepage can provide
a useful entry portal for information about each college’s CLPL opportunities.
University of the West of Scotland's online/distance learning Masters in Inclusive Education (MEd
with exit points at Postgraduate Certificate or Postgraduate Diploma) is a part-time qualification
aimed at teachers and other professionals teaching and/or supporting learning in mainstream
schools or other inclusive educational settings.
Other platforms are developing learning and courses online through a range of providers.
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Key Stakeholder Organisations who can support CLPL in complex needs
As well as websites and publications, some of the following organisations offer CLPL opportunities
in the form of conferences and seminars, specific CLPL activities and courses. Check each
organisation’s website for the range of services they offer. Note that some publications and events
are likely to incur charge and some will not.
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http://www.enquire.org.uk
http://www.autism.org.uk/scotlland
http://www.bobathscotland.org.uk
http://www.strath.ac.uk/media/faculties/hass/conferences/EYs_Autism_Network_Scot
land.pdf
http://www.capability-scotland.org.uk
http://www.sense.org.ukwww.
http://www.ssc.education.ed.ac.uk
http://www.callscotland.org.uk
http://www.educationscotland.gov.uk
http://www.concept-training.co.uk
Summary Considerations
o CLPL is a vital component in the delivery of high quality support for children and
young people with complex needs
o CLPL is central to Scotland’s educational philosophy and to its teaching profession
o CLPL enables practitioners to engage reflectively and analytically with learning and
teaching processes, and with other colleagues in this respect
o CLPL includes a number of potential routes, from professional reading through to
formal postgraduate study
o CLPL should build towards a consistent pattern of professional activity rather than a
piecemeal approach to learning
o CLPL should be assessed in light of its impact upon learning and teaching processes
and outcomes
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Additional resources
Curriculum and Assessment
The following books and publications are also available:
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A Sensory Curriculum for Very Special People by Flo Longhorn
Personalised Learning for Young People With Profound and Multiple Learning Difficulties
by Andrew Colley
Managing the Curriculum for Children with Severe Motor Difficulties: A Practical Approach
Paperback by Pilla Pickles
The Routledge Companion to Severe, Profound and Multiple Learning Difficulties by Penny
Lacey et al.
Curricula for Teaching Children and Young People with Severe or Profound and Multiple
Learning Difficulties: Practical strategies for educational professionals by Peter Imray and Viv
Hinchcliffe
Assessment and Observation for learners with complex needs
Useful Assessment materials and Developmental Checklists include
• Living Language
• Portage
• Kidderminster Sensory Assessment
• Schedule of Growing Skills
• Preverbal Communication Schedule (PVCS)
• Derbyshire Language Scheme
• BOXALL Profile
Mapping & Assessing Personal Progress (MAPP)
Mary Sheridan's From Birth to Five Years: Children's Developmental Progress by Ajay Sharma
and Helen Cockerill
Communication and Language and Literacy
http://www.inclusive.co.uk/infosite/communicate.shtml
http://www.spectronicsinoz.com/product/27765
http://www.aacscotland.org.uk/
http://www.elklan.co.uk/courses/practitioners/complex-needs-course-outline
http://www.communicationmatters.org.uk
http://scotens.org/category/4-sen/communication-and-interaction-difficulties/
https://www.thecommunicationtrust.org.uk/about-the-trust/importance-of-communication/
http://www.intensiveinteraction.co.uk/
http://www.totalcommunication.org.uk
http://www.gov.scot/resource/0039/00394629.pdf - A Right to Speak
https://www.thecommunicationtrust.org.uk
https://www.makaton.org/
http://www.pecs-unitedkingdom.com
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Numeracy and understanding and relating to the environment
Prerequisites to Learning for Very Special People by Flo Longhorn. Available from Amazon
Mathematics for Very Special People by Flo Longhorn, Available from Amazon
Dr Penny Lacey is a Senior Lecturer in Education at the University of Birmingham and has
published widely on the subjects of PMLD and learning difficulties. :
www.birmingham.ac.uk/education
Piaget’s Theory : http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm
The Northern Ireland Curriculum :
http://www.nicurriculum.org.uk/inclusion_and_SEN/PDMU_thematic_units
Vale of Evesham School Curriculum : http://www.valeofevesham.worcs.sch.uk/Curriculum
Les Staves : http://www.veryspecialmaths.co.uk and
http://www.veryspecialmaths.co.uk/downloads/curriculum-for-early-mathematical-learning.pdf
Engaging Learners with Complex Learning Difficulties and Disabilities: A resource book for
teachers and teaching assistants Feb 2015 by Barry Carpenter, Jo Egerton ,Beverley Cockbill & 4
more ISBN : 978-0415812740
Health and Wellbeing
Responding to the Mental and Emotional Needs - Pamis
http://pamis.org.uk/cms/files/leaflets/emotional_well-being.pdf
Enhancing the lives of people with severe and complex disabilities
http://impact.ref.ac.uk/casestudies2/refservice.svc/GetCaseStudyPDF/39338
Eating and Drinking Difficulties in Children: A Guide for Practitioners by April Winstock ISBN :
978-0863884269
Literature review Children with Exceptional Healthcare Needs National Managed Care Network
http://www.cen.scot.nhs.uk/files/literature-review-july2011.pdf
MOVE Programme http://www.themovepartnership.org.uk
Children with Exceptional Healthcare Needs (CEN) - http://www.cen.scot.nhs.uk
http://www.bobathscotland.org.uk
http://www.capability-scotland.org.uk
http://www.sense.org.uk
http://www.conductive-education.org.uk
http://www.rnib.org.uk
http://www.complexneeds.org.uk/
Rennie, J. (2007) 'Preface'. In: J. Rennie (ed.) Learning Disability: Physical therapy,
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treatment and management - a collaborative approach (2nd edn). Chichester: John Wiley.
Getting it Right for Every Child
Getting it right for every child - The Scottish Government
http://www.gov.scot/Topics/People/Young-People/gettingitright
UNICEF - Convention on the Rights of the Child
http://www.unicef.org/crc/
The Right Help at the Right Time in the Right Place - The Right Help at the Right Time in the
Right Place. Strategic Review of Learning Provision for Children and Young People with
Complex Additional Support Needs.
http://www.gov.scot/Resource/0040/00408307.pdf
http://www.talkingmats.com/ Talking Mats is a social enterprise whose vision is to improve the
lives of people with communication difficulties.
Listening to children - Training materials for teachers of learners with complex needs ...
http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and
http://www.educationscotland.gov.uk
http://www.unicef.org/crc
Our Learning Environment
The Challenging Behaviour Foundation : http://www.challengingbehaviour.org.uk/
National Autistic Society : http://www.autism.org.uk/spell
Building Curriculum for Excellence Through Positive Relationships :
http://www.educationscotland.gov.uk/resources/b/publication_tcm4618679
Better Relationships, Better Learning, Better Behaviour :
http://www.gov.scot/resource/0041/00416217.pdf
British Institute of Learning Disabilities :
http://www.bild.org.uk/information/useful-resources/parenting-to-workforce/
Staged intervention :
http://www.educationscotland.gov.uk/inclusionandequalities/supportingchildrenandyoung
people
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Education Scotland
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T +44 (0)141 282 5000
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www.educationscotland.gov.uk