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English, Phonics: PMLD
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Authors
Date
2025
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study was conducted within a Special Hospital School, focusing on a 17-year-old pupil with profound and multiple learning disabilities (PMLD) who had limited prior experience in phonics and reading. Ethical consent was obtained to publish the findings anonymously, reflecting the programme's sensitivity towards the participants' backgrounds and needs.
Aims: The primary aim of the lesson study was to investigate effective methods for teaching systematic synthetic phonics to the pupil, taking into account his unique educational background and learning difficulties. The goal was to identify strategies that would facilitate his engagement and progress in learning to read, particularly in the context of his previous limited exposure to reading instruction.
Methods: The lesson study was structured over nine weeks, during which multiple planning and review meetings were held among the research team, including the lead researcher, high-level teaching assistant, and the pupil's mother. Initial weeks involved familiarisation with the pupil's educational history through his Education, Health and Care Plan (EHCP), followed by sessions aimed at assessing his prerequisite skills for phonics. Important steps included engaging with the pupil to establish communication and observational assessments during the sessions.
Findings: The study indicated that the pupil had some prior exposure to phonics, specifically letters 's, a, t, p', but this learning was interrupted due to health issues. The research found that engagement improved over the sessions, suggesting meaningful interactions occurred during instruction. Additionally, the study pointed out the significance of familial involvement, specifically the mother's role, in supporting the pupil's literacy journey. It highlighted the distinction between conventional literacy and emerging literacy practices, advocating for a tailored approach based on individual cognitive abilities.
Implications: This study underscored the necessity to explore a variety of literacy approaches to accommodate unique learning trajectories, particularly for students with PMLD. It suggests that structures within educational frameworks, such as the Nexus/Teach Us Too Curriculum Framework, could benefit from incorporating findings from this study. Future research could involve expanding the scope to include a greater number of students with similar needs to enhance understanding and strategies in teaching phonics effectively.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), hospital school, profound and multiple learning disability (PMLD), phonics, pupil voice