Work to be done? : exploring the current contribution of Educational Psychologists to special schools which cater for children and young people with profound and multiple learning difficulties (PMLD)

Abstract

This exploratory study aimed to discover the current contribution of Educational Psychologists to special schools catering for children and young people (CYP) with profound and multiple learning difficulties (PMLD) from the perspective of educational psychologists (EPs) and special school staff. A systematic literature review highlighted that no research has been carried out in this area. It did however highlight other areas of research previously undertaken in regards to CYP with PMLD and research which had captured the views of educational psychologists and (special) school staff. The research was carried out in light of the recognition that an increasing number of CYP with PMLD are entering specialist provision and an identified role for EPs in working with children who have severe, complex or challenging needs. The researcher created an online survey which was distributed to 146 Educational Psychology Service across England in addition to independent and private EPs. The survey was also sent to 288 special schools across England, identified as catering for CYP with PMLD. A number of 207 responses were received from EPs and 44 from special school staff. The quantitative data was analysed using descriptive statistics and the qualitative data was analysed using quantitative and qualitative content analysis. Important findings regarding the current contribution EPs are making to these specialist settings was highlighted in addition to potential barriers and opportunities to practice. The impact of this on future EP practice and research implications are also discussed.