Routes for Learning (First published 2006)
Routes for Learning (First published 2006)
Routes for Learning (First published 2006)
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<strong>Routes</strong><br />
<strong>for</strong> <strong>Learning</strong><br />
&<br />
Quest<br />
<strong>for</strong> <strong>Learning</strong><br />
Carmona Special National School, Dun Laoghaire, Ireland<br />
November 2009
Children with Profound learning disabilities all have, in<br />
addition, a complex range of other physical, motor,<br />
sensory, behavioural or medical difficulties .<br />
Conventional planning and assessment materials have<br />
always assumed that all children will follow a “normal”<br />
pattern of development; these materials tend to follow<br />
linear, box-ticking <strong>for</strong>mats.<br />
Teachers working with PMLD children have historically<br />
felt intuitively that the existing curricula, with their<br />
product-based, behaviourist approaches were inadequate<br />
<strong>for</strong> these children; what they need is process-based,<br />
interactive approaches.<br />
In other words, children with PMLD need a holistic,<br />
flexible approach. We must not try to fit them into a<br />
“one-size-fits-all” framework.<br />
We shouldn’t be teaching sequential steps, controlled by<br />
the teacher, but rather focusing on broader attainment<br />
that is not necessarily easy to measure or record.
<strong>Routes</strong> <strong>for</strong> <strong>Learning</strong> was developed between 2001 and<br />
<strong>2006</strong> to assess the early communication and cognitive<br />
skills that are crucial to all future learning and improved<br />
quality of life.<br />
It is an assessment <strong>for</strong> learning and an assessment of<br />
learning. The focus is on the pupil and his/her abilities<br />
rather than disabilities, and allows <strong>for</strong> measurement of<br />
the often very subtle steps in their development and<br />
progress.<br />
It is process-based and looks at the relationship between<br />
the pupil and his/her environment.<br />
The Routemap identifies key milestones of early cognitive<br />
development, communication and social interaction.<br />
These are:<br />
• noticing stimuli<br />
• responding consistently to a stimulus<br />
• contingency responding<br />
• contingency awareness<br />
• object permanence<br />
• selecting from two or more items<br />
• initiating actions to achieve desired results<br />
(exerting autonomy in a variety of contexts)
The routes that individual children will take to go<br />
through these milestones may vary according to<br />
their physical, sensory and intellectual needs.<br />
The “<strong>Routes</strong> <strong>for</strong> <strong>Learning</strong> Assessment Booklet” takes<br />
each milestone and gives practical suggestions about:<br />
• setting up suitable assessment activities<br />
• signs to look <strong>for</strong> during the activities<br />
• teaching strategies to move the child on<br />
The “Additional Guidance” book gives an excellent overview<br />
of the principles behind the Routemap and discusses<br />
the various approaches and processes involved. It also<br />
has useful appendices.<br />
A DVD shows illustrations of all the behaviours on the<br />
Routemap.<br />
PROBLEM:<br />
All this excellent material is no longer<br />
available!!!
QUEST FOR LEARNING<br />
http://www.nicurriculum.org.uk/inclusion_and_SEN/SEN/pmld.asp<br />
The Northern Ireland Council <strong>for</strong> Curriculum,<br />
Examinations and Assessment bought the rights to<br />
<strong>Routes</strong> <strong>for</strong> <strong>Learning</strong> in 2007. They made some<br />
adaptations to it, and re-named it “Quest <strong>for</strong> <strong>Learning</strong>”<br />
“Quest” follows exactly the same principles and methods<br />
as “<strong>Routes</strong>”. It also has more detailed guidance,<br />
assessment and monitoring materials.<br />
The Quest <strong>for</strong> <strong>Learning</strong> materials are currently being reprinted,<br />
and can be found on the above website. When<br />
the new copies are available, the NICCEA will send them<br />
directly to each Comenius Partner school.