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Profound and Multiple Learning Disabilities (PMLD): Capturing Meaningful Student Voice
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Authors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research project took place in a specialist secondary school and explored how to represent student voice meaningfully within Education, Health and Care Plan (EHCP) annual reviews for learners on a sensory pathway. The work aimed to celebrate individuality and ensure that what matters most to each student shaped the review process.
Aims: The goal was to develop practical, person-centred approaches that enable students to share their interests, strengths, and preferences in ways that feel authentic and engaging for them and their families.
Methods: Two cycles of action research were completed, involving observations of annual reviews, teacher reflections, and analysis of student voice materials. Teachers trialled creative approaches such as PowerPoint presentations featuring photos, videos, and sensory items collected throughout the year.
Findings: Placing student voice at the start of the review set a positive, celebratory tone. Teachers reported that using visual and sensory evidence helped create a richer picture of each student's personality and achievements. Students participated actively through familiar routines, music, and favourite objects, while parents engaged more meaningfully when prompted by these materials. Teachers valued the process, noting it felt purposeful and built on evidence already gathered.
Implications: Authentic student voice works best when it is ongoing, collaborative, and multimodal. Embedding these practices across the year and linking them to EHCP outcomes strengthens inclusion and ensures reviews reflect what truly matters to each learner.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), student voice, person-centred meetings, profound and multiple learning disabilities (PMLD), annual review