The Involvement of Pupils with Severe Learning Difficulties as Decision‐makers in Respect of their Own Learning Needs

This article describes a small‐scale research project in a school for pupils with severe learning difficulties. The project considered the roles which may be played by pupils in identifying and monitoring their own learning needs. Teachers at the school implemented assessment and recording procedures, which aimed to enable pupils with severe learning difficulties to take a more active role in setting personal learning targets. Assessment materials were trialled, and observations conducted to gauge the skills, knowledge and understanding needed by pupils to play a full role in this process. On the basis of trialled materials a system was developed, and is being used in school to support both pupils and teachers.