‘Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties

References

• Anderson, C. 2011. “Developing Professional Learning for Staff Working with Children with Speech, Language and Communication Needs Combined with Moderate to Severe Learning Difficulties.” British Journal of Special Education 38 (1): 4–4.
   Google Scholar
• Argyris, C., and D. A. Schon. 1974. Theory in Practice: Increasing Professional Effectiveness. Oxford: Jossey-Bass.
   Google Scholar
• Ashman, A., and J. Elkins. 2009. Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
   Google Scholar
• Bainer, D. L., and D. Wright. 2000. “Teachers’ Decisions about Their Own Professional Development in Science Teaching and Learning.” In Teacher Education Yearbook VIII: Research on Effective Models of Teacher Education, edited by D. J. McIntyre and D. M. Byrd, 44–61. Thousand Oaks, CA: Corwin.
   Google Scholar
• Bernard, H. R. 2006. Research Methods in Anthropology: Qualitative and Quantitative Approaches ( Chapter 9). Lanham, MD: AltaMira Press.
   Google Scholar
• Booth, T., K. Ness, and M. Stømstad, eds. 2003. Developing Inclusive Teacher Education. London: RoutledgeFalmer.
   Google Scholar
• Campoy, R., and R. Radcliffe. 2002. “Reflective decision-making and cognitive development: A descriptive study comparing the reflective levels of pre-service and in-service teachers.” Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 1–5.
   Google Scholar
• Carpenter, B., J. Egerton, T. Brooks, B. Cockbill, J. Fotheringham, and H. Rawson. 2011. The Complex Learning Difficulties Project and Disabilities Research Project. Developing Pathways to Personalized Learning. Woverhampton: SSAT Trust.
   Google Scholar
• Charmaz, K. 2006. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Choy, S., X. Chen, and R. Bugarin. 2006. Teacher Professional Development in 1999–2000: What Teachers, Principals and District Staff Report (NCES 2006-305). Washington, DC: National center for Education Statistics.
   Google Scholar
• Clarke, A., and G. Erickson, eds. 2003. Teacher Inquiry: Living the Research in Everyday Practice. London: RoutledgeFalmer.
   Google Scholar
• Corbin, J., and A. Strauss. 2008. Basics of Qualitative Research. Thousand Oaks, CA: Sage.
   Google Scholar
• DCSF (Department of Children, Schools and Families). 2010. Salt Review. Independent Review of Teacher Supply for Pupils with Severe, Profound and Multiple Learning Difficulties (SLD/PMLD). Nottingham: DCSF.
   Google Scholar
• De Bortoli, T., M. Arthur-Kelly, B. Mathisen, P. Foreman, and S. Balandin. 2010. “Where Are Teachers’ Voices? A Research Agenda to Enhance the Communicative Interactions of Students with Multiple and Severe Disabilities at School.” Disability and Rehabilitation 32 (13): 1059–1072.10.3109/09638280903410730
   PubMed Web of Science ®Google Scholar
• Dede, C., D. J. Ketelhut, P. Whitehouse, L. Breit, and E. M. McCloskey. 2009. “A Research Agenda for Online Teacher Professional Development.” Journal of Teacher Education 60 (1): 8–19.
   Web of Science ®Google Scholar
• DES (Department of Education and Science). 1985. Better Schools. London: HMSO.
   Google Scholar
• DfE (Department for Education). 2012. Special Educational Needs in England, January 2012. London: DfE.
   Google Scholar
• DuFour, R., R. DuFour, R. Eaker, and T. Many. 2006. Learning by Doing: A Handbook of Professional Learning Communities at Work. Bloomington, IN: Solution Tree.
   Google Scholar
• Eraut, M. 1995. “Developing Professional Knowledge within a Client-Centered Orientation.” In Professional Development in Education: New Paradigms and Practices, edited by T.R.Gurskey and M.Huberman, 227–252. New York: Teachers College Press.
   Google Scholar
• Eraut, M. 2012. “Developing a Broader Approach to Professional Learning.” In Innovation and Change in Professional Education, vol. 7, edited by A. McKee and M. Eraut, 21–45. London: Springer.
   Google Scholar
• Evans, L. 2014. “Leadership for Professional Development and Learning: Enhancing Our Understanding of How Teachers Develop.” Cambridge Journal of Education 44 (2): 179–198.10.1080/0305764X.2013.860083
   Web of Science ®Google Scholar
• Forlin, C. 2008. “Education Reform for Inclusion in Asia: What about Teacher Education?” In Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region, edited by C. Forlin and M.-G. J. Lian, 74–82. Abingdon: Routledge.
   Google Scholar
• Friere, P. 1970. Pedagogy of the Oppressed. New York: Herder and Herder.
   Google Scholar
• Golder, G., B. Norwich, and P. Bayliss. 2005. “Preparing Teachers to Teach Pupils with Special Educational Needs in More Inclusive Schools: Evaluating a PGCE Development.” British Journal of Special Education 32 (2): 92–99.10.1111/j.0952-3383.2005.00377.x
   Google Scholar
• Guskey, T. 2002. “Professional Development and Teacher Change.” Teachers and Teaching: Theory and Practice 8: 381–391.10.1080/135406002100000512
   Google Scholar
• Harada, V. 2001. “Professional development as collaborative inquiry.” Knowledge Quest 29 (5): 13–19.
   Google Scholar
• Hawley, W., and L. Valli. 1999. “The Essentials for Effective Professional Development: A New Consensus.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by L. Darling-Hammond and G. Sykes, 127–150. San Francisco, CA: Jossey-Bass.
   Google Scholar
• James, N., and H. Busher. 2009. Online Interviewing. London: Sage.10.4135/9780857024503
   Google Scholar
• Johnson, K. E., and Golombek, P. R. 2002. “Inquiry into Experience: Teachers’ Personal and Professional Growth.” In Teachers’ Narrative Inquiry as Professional Development ( Chapter 1), edited by K. Johnson and P. Golombek, 1–14. Cambridge: Cambridge University Press.
   Google Scholar
• Jones, P. 2004. “‘They are not like us and neither should they be’: Issues of Teacher Identity for Teachers of Pupils with Complex Learning Disabilities.” Disability & Society 19 (2): 159–169.10.1080/0968759042000181785
   Web of Science ®Google Scholar
• Jones, P., T. Whitehurst, and J. Egerton. 2012. Creating Meaningful Inquiry in the Inclusive Classroom. Oxon: Routledge.
   Google Scholar
• Joyce, B., and B. Showers. 2002. Student Achievement Through Staff Development. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Jupp, V. 2006. The SAGE Dictionary of Social Research Methods. London: Sage.10.4135/9780857020116
   Google Scholar
• Kelleher, J. 2003. “A Model for Assessment – Driven Professional Development.” Phi Delta Kappan 84 (10): 751–756.10.1177/003172170308401008
   Web of Science ®Google Scholar
• Kim, H., and M. J. Hannafin. 2008. “Situated Case-based Knowledge: An Emerging Framework for Prospective Teacher Learning.” Teaching and Teacher Education 24: 1837–1845.10.1016/j.tate.2008.02.025
   Web of Science ®Google Scholar
• Kinchloe, J. L. 2003. Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. London: RoutledgeFalmer.
   Google Scholar
• King, P. M., and K. S. Kitchener. 2004. “Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions through Adulthood.” Educational Psychologist 39 (1): 5–18.10.1207/s15326985ep3901_2
   Web of Science ®Google Scholar
• Kolb, D. A. 1984. “The Process of Experiential Learning.” In Experiential Learning: Experience as the Source of Learning and Development ( Chapter 2), edited by D. Kolb, 20–38. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Korthagen, F. A. 2010. “Situated Learning Theory and the Pedagogy of Teacher Education: Towards an Integrative View of Teacher Behavior and Teacher Learning.” Teaching and Teacher Education 26 (1): 98–106.10.1016/j.tate.2009.05.001
   Web of Science ®Google Scholar
• Kwakman, K. 2003. “Factors Affecting Teachers’ Participation in Professional Learning Activities.” Teaching and Teacher Education 19 (2): 149–170.10.1016/S0742-051X(02)00101-4
   Web of Science ®Google Scholar
• Moon, J. A. 2008. A Handbook of Reflective an Experiential Learning – Theory and Practice. London: Taylor and Francis Group.
   Google Scholar
• Meho, L. I. 2006. “E-mail Interviewing in Qualitative Research: A Methodological Discussion.” Journal of the American Society for Information Science and Technology 57 (10): 1284–1295.10.1002/(ISSN)1532-2890
   Web of Science ®Google Scholar
• Narayan, J., S. Bruce, R. Bhandari, and P. Kolli. 2010. “Cognitive Functioning of Children with Severe Intellectual Disabilities and Children with Deafblindness: A Study of the Perceptions of Teachers and Parents in the USA and India.” Journal of Applied Research in Intellectual Disabilities 23: 263–278.10.1111/jar.2010.23.issue-3
   Web of Science ®Google Scholar
• Parise, L. M., and J. P. Spillane. 2010. “Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers’ Practice.” The Elementary School Journal 110 (3): 323–346.10.1086/648981
   Web of Science ®Google Scholar
• Rubin, H. J., and I. S. Rubin. 2012. Qualitative Interviewing: The Hearing Data. Thousand Oaks, CA: Sage.
   Google Scholar
• Samaras, A. 2010. Understanding Self-study Research: Improving Your Practice through Collaborative Inquiry. Thousand Oaks, CA: Sage.
   Google Scholar
• Slater, J. J., and R. Ravid. 2010. Collaboration in Education. New York, NY: Routledge.
   Google Scholar
• Stanley, A. 2011. “Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises.” Arts Education Policy Review 112 (2): 71–78.10.1080/10632913.2011.546692
   Google Scholar
• Stowitschek, J., D. Cheney, and I. Schwartz. 2000. “Instigating Fundamental Change through Experiential Inservice Development.” Teacher Education and Special Education 23 (2): 142–156.10.1177/088840640002300207
   Google Scholar
• Thomas, J., S. Cooper, and J. Ponticelli. 2000. “Doing Math the Science Way: Staff Development for Integrated Teaching and Learning.” In Research on Effective Models for Teacher Education, edited by J. McIntyre and D. Byrd, 10–26. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Tseng, C., H. Tuan, and C. Chin. 2013. “How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers.” Research in Science Education 43 (2): 809–825.10.1007/s11165-012-9292-3
   Web of Science ®Google Scholar
• Vince, R. 1998. “Behind and Beyond Kolb’s Learning Cycle.” Journal of Management Education 22 (3): 304–319.10.1177/105256299802200304
   Google Scholar
• West, E., P. Jones, D. Chambers, and T. Whitehurst. 2012. “Teachers of Students with ASD Labels Talk About Their Learning.” Journal of International Special Needs Education 15 (1): 24–43.10.9782/2159-4341-15.1.24
   Google Scholar
• West, E., P. Jones, and D. Stevens. 2006. “Teachers of Students with Low Incidence Disabilities Talk about Their Own Learning: An International Insight.” Research and Practice for Persons with Severe Disabilities 31 (2): 186–195.10.1177/154079690603100210
   Web of Science ®Google Scholar