Developing thinking teachers: reflective practice in schools for children with severe learning disabilities and profound and multiple learning disabilities

Abstract

The increasing complexity of children with SLD and PMLD can make day‐to‐day teaching challenging and emotionally taxing. Regular opportunities for teachers to reflect upon practice can help teachers make sense of what happens in the classroom and see the relationship between their personal theories, values and beliefs, and their thinking, knowledge and action. Reflective practice can also have a positive effect on teachers' wellbeing. Continuing Professional Development Practice in special schools should not ignore ‘professional artistry’ in teaching in favour of ‘technical‐rational’ aspects. This is discussed in reference to a practical exercise on Reflective Practice used with staff in a school for children with SLD and PMLD.