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PMLD: Social interaction
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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 focusses on the implementation of Lesson Study within the context of Inclusion and Special Educational Needs and Disability (ISEND) for students with profound and multiple learning disabilities (PMLD). The research underscores the importance of facilitating social interaction among students, specifically through peer engagement based on shared interests.
Aims: The primary aim of the study is to explore effective methodologies for enhancing social interaction among learners with PMLD. By tailoring activities to individual interests, such as vehicles, bears, and LEGO, the study seeks to improve engagement and interaction in the classroom setting.
Methods: The Lesson Study was conducted over four weeks, during which a research team was formed and specific research questions were developed. The pupils involved in the study were chosen as case studies, and ethical consent was sought for the anonymised publication of data. The study utilised various resources, including lesson plans and feedback proformas, to structure and document the process.
Findings: Key findings highlight the significance of personalised approaches in fostering social interaction. Notably, pairing students with specific peers facilitated engagement, and the use of sensory mediums significantly benefited student focus and interaction capabilities. For instance, involving Pupil 2's interest in bears substantially increased engagement levels. Additionally, the combination of movement and preferred sensory resources aided in sustaining focus during lessons.
Implications: The findings suggest that adapting lesson plans to capitalise on students' interests can lead to enhanced social interactions. The study also indicates the potential for using physical movement and communication scaffolding, particularly for students with autism, to further promote engagement. The insights gained from this research may inform future practices in tailoring inclusive education strategies that accommodate diverse interests and sensory needs within a classroom setting. Further exploration into how technology can enhance communication for students with autism is recommended, as well as the exploration of strategies for personalising learning experiences for varying interests among students.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), special needs college-post-16, age-appropriate social interaction, special interests