View in EDS

Describing the Impact of an Accessible Literacy Programme for Children with Profound and Multiple Learning Difficulties on Teaching Staff

Saved in:
Bibliographic Details
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 0000-0001-7191-8255), Gwyneth McCormack
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1506818
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Describing the Impact of an Accessible Literacy Programme for Children with Profound and Multiple Learning Difficulties on Teaching Staff
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rachel+F%2E+Pilling%22">Rachel F. Pilling</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7191-8255">0000-0001-7191-8255</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gwyneth+McCormack%22">Gwyneth McCormack</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Support+for+Learning%22"><i>Support for Learning</i></searchLink>. 2026 41(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Severe+Disabilities%22">Severe Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Disabilities%22">Multiple Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Learning%22">Visual Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Adaptation%22">Media Adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Observational+Learning%22">Observational Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Morale%22">Teacher Morale</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-9604.70053
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0268-2141<br />1467-9604
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506818
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506818
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9604.70053
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Children
        Type: general
      – SubjectFull: Severe Disabilities
        Type: general
      – SubjectFull: Multiple Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Visual Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Media Adaptation
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Observational Learning
        Type: general
      – SubjectFull: Teacher Morale
        Type: general
    Titles:
      – TitleFull: Describing the Impact of an Accessible Literacy Programme for Children with Profound and Multiple Learning Difficulties on Teaching Staff
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rachel F. Pilling
      – PersonEntity:
          Name:
            NameFull: Gwyneth McCormack
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0268-2141
            – Type: issn-electronic
              Value: 1467-9604
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Support for Learning
              Type: main
ResultId 1