Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties

Lives Lived Well
1. Auflage 2021
ISBN: 978-0-367-56415-5
Verlag: Routledge

Buch, Englisch, 226 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 511 g

This unique resource book explores what wellbeing, community participation and independence mean to young people with profound and multiple learning difficulties (PMLD). Bringing together results of an extensive survey of more than 100 schools that teach young people with PMLD, the authors present many innovative ways in which schools are working to ensure young people with PMLD have lives of value that are as rich and meaningful as possible.

Organised into three cohesive parts, this book provides a comprehensive insight into established theories and current perspectives on wellbeing and independence for people with PMLD before exploring the results from the Lives Lived Well survey and other international research, and then it helpfully illustrates best practice in action with a close look at an established, very successful specialist school.

This book can be used as a guide, resource and inspiration for adults sharing their lives with young people with PMLD – whether practitioners or parents – and concludes by asking what we can learn from these young people to support us all in living life to the full.

Zielgruppe

Academic, Further/Vocational Education, Postgraduate, Professional, and Professional Practice & Development

Autoren/Hrsg.

Colley, Andrew

Tilbury, Julie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1. Introduction Part One 2. What do we mean by wellbeing? 3. What do we mean by independence? 4. Wellbeing and independence in international and UK national policy Part Two 5. An introduction to the ‘Lives Lived Well’ surveys 6. The ‘Lives Lived Well’ surveys: Wellbeing 7. The ‘Lives Lived Well’ surveys: Independence 8. The ‘Lives Lived Well’ surveys: Wellbeing and independence beyond school 9. The ‘Lives Lived Well’ surveys: The link between policy and practice Part Three Focus on Chailey Heritage School 10. Welcome to Chailey Heritage School! 11. Supporting wellbeing at Chailey Heritage School 12. Supporting independence at Chailey Heritage School 13. Conclusion

Über Autor(innen)

Andrew Colley is former Senior Lecturer in Special Education at the University of East London, UK. He has master’s degrees in special education from the Universities of Birmingham and Cambridge and has taught young people with profound and multiple learning difficulties at schools in Essex and Cambridgeshire.
Julie Tilbury is Lead Teacher for children with profound and multiple learning difficulties at Chailey Heritage School in East Sussex, UK, and has worked in special schools for 30 years. She has a master’s degree in special education from the University of Birmingham and is studying for an EdD at the University of Buckingham.