Teachers' Views of their Pupils with Profound and Multiple Learning Difficulties.

摘要: This paper explores the perceptions of a small group teachers pupils with profound and multiple learning disabilities (PMLD) in north‐eastern England. The focus is their views who have PMLD. A total 14 were interviewed, both individually groups over four‐year period. stems from individual interviews, which validated at interview stage. Through interviews we hear how neurological, developmental co‐existence issues help shape teachers’ pupils. Thirty years ago this received education Department Health; today they are schools project reflect on students’ needs positive professional ways. What emerges through research need for teacher educators to support development experiences that enable integrate distinct perspectives parents more contemporary theorie...