Describing the Impact of an Accessible Literacy Programme for Children with Profound and Multiple Learning Difficulties on Teaching Staff
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| Title: | Describing the Impact of an Accessible Literacy Programme for Children with Profound and Multiple Learning Difficulties on Teaching Staff |
|---|---|
| Language: | English |
| Authors: | Rachel F. Pilling (ORCID |
| Source: | Support for Learning. 2026 41(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Children, Severe Disabilities, Multiple Disabilities, Learning Disabilities, Visual Impairments, Special Needs Students, Students with Disabilities, Visual Learning, Teaching Methods, Teacher Attitudes, Adjustment (to Environment), Self Efficacy, Accessibility (for Disabled), Media Adaptation, Inclusion, Observational Learning, Teacher Morale |
| DOI: | 10.1111/1467-9604.70053 |
| ISSN: | 0268-2141 1467-9604 |
| Abstract: | There is growing recognition of the visual learning needs of children with profound and multiple learning disabilities (PMLD). Dedicated training in visual impairment is lacking in teaching curricula. A literacy programme designed for PMLD children has been demonstrated to show benefits for this group of learners. The aim of this study was to understand the impact of the programme on teachers' confidence, understanding and practice when delivering visual learning for children with complex needs. An interview-based qualitative study was undertaken with educators who have experience with the literacy programme. Data were analysed using thematic analysis. The results demonstrated that teachers themselves experience joy at the impact they are observing in pupils; they describe a deeper understanding of the visual needs of individuals and how to adapt the environment to extend this beyond the duration of the show. Programme users also express an improvement in confidence in how to produce accessible and inclusive materials and the courage to share this with peers to widen the knowledge base. An accessible literacy programme can demonstrate broader benefits beyond being a teaching tool--it may model inclusive techniques that educators adopt beyond the show. We have demonstrated how it fosters inclusive, affective engagement and promotes professional agency, inclusive pedagogy and observational learning for teachers. For professionals working with students with complex needs, feeling acknowledged and resourced matters. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506818 |
| Database: | ERIC |
| Abstract: | There is growing recognition of the visual learning needs of children with profound and multiple learning disabilities (PMLD). Dedicated training in visual impairment is lacking in teaching curricula. A literacy programme designed for PMLD children has been demonstrated to show benefits for this group of learners. The aim of this study was to understand the impact of the programme on teachers' confidence, understanding and practice when delivering visual learning for children with complex needs. An interview-based qualitative study was undertaken with educators who have experience with the literacy programme. Data were analysed using thematic analysis. The results demonstrated that teachers themselves experience joy at the impact they are observing in pupils; they describe a deeper understanding of the visual needs of individuals and how to adapt the environment to extend this beyond the duration of the show. Programme users also express an improvement in confidence in how to produce accessible and inclusive materials and the courage to share this with peers to widen the knowledge base. An accessible literacy programme can demonstrate broader benefits beyond being a teaching tool--it may model inclusive techniques that educators adopt beyond the show. We have demonstrated how it fosters inclusive, affective engagement and promotes professional agency, inclusive pedagogy and observational learning for teachers. For professionals working with students with complex needs, feeling acknowledged and resourced matters. |
|---|---|
| ISSN: | 0268-2141 1467-9604 |
| DOI: | 10.1111/1467-9604.70053 |
