Obtaining the views of children with profound and multiple learning difficulties

Abstract

Obtaining the views of children including those with Special Educational Needs (SEN) and involving them in decisions surrounding their life and learning has become an increasingly relevant issue. Enabling ‘every child’ to make a positive contribution is high on the list of government priorities. However, work in the complicated area of establishing the views of children with more severe and complex needs such as those with Profound and Multiple Learning Difficulties (PMLD) appears to be in its initial and investigative stages and there is an apparent dearth of literature in this area.This review presents the available literature in an attempt to explore the extent to which it is possible to ascertain the views of children with PMLD. A comprehensive literature search revealed two main themes within the literature incorporating the ethical and conceptual issues associated with ascertaining/not ascertaining the views of children with PMLD and the methods and tools that are effective in accessing the views of children with PMLD.There is an apparent need for more research to establish effective ways to enable the views of children with PMLD to be heard. EPs are well placed to become involved in enabling children to have a voice in decisions surrounding their education at many levels and a number of implications for EP practice are included in the review.