Abstract
‘In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning’ (IAFOR 2015) For students with learning difficulties this is especially so and for them to be in the right frame of mind to learn is crucial. Often students with severe or profound and multiple learning difficulties have to overcome barriers to learning such as physical pain or emotional turmoil. At Pencoch Special school therapists work alongside teachers to deliver therapeutic intervention in order to enable students to be better able to access the curriculum . The school delivers 17 different therapies. The school has been researching the impact of therapeutic intervention on student’s behaviour and on their educational targets. This paper will share data and reports from therapists that illustrate the impact and benefits of therapeutic interaction on educational and behavioural outcomes. Sometimes the impact is qualitative and sometimes it is quantitative. The aim of the paper is to demonstrate how we can encourage learning for those who find learning most difficult.
Author Information
Ange Anderson, Ysgol Pen Coch, UK
Hazel Hughes, Ysgol Pen Coch, UK
Andrea Edwards, Ysgol Pen Coch, UK
Lynne Harkin, Ysgol Pen Coch, UK
Chris Mason, Ysgol Pen Coch, UK
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