Examining the situated and emerging sociability of children with PMLD1
Research type
Research Study
Full title
Examining the situated and emerging sociability of children with profound and multiple learning disabilities (PMLD) across educational contexts
IRAS ID
171264
Contact name
Ben Simmons
Contact email
Sponsor organisation
University of Bristol
Duration of Study in the UK
2 years, 11 months, 30 days
Research summary
Children with profound and multiple learning disabilities (PMLD) are born with extensive neurological impairments which result in global developmental delay. The abilities of children with PMLD are often compared to the neonate or young infant, insofar as such children are said to function at the pre-verbal stages of development (i.e. the stages of cognitive development typically-developing infants pass through about 12 months after birth). Given that children with PMLD are said to lack capacity for intentional (i.e. deliberate) communication, a key area of research involves developing intervention strategies to support children’s early social awareness and communication skills. Typically, these interventions take place in special school settings and are led by members of staff. To date there has been very little research which explores opportunities for social interaction outside of these interventions. This research seeks to address this gap.
This study explores how different learning environments (e.g. special and mainstream, from nursery to post-16) support the social interaction of children with profound and multiple learning disabilities (PMLD). The study will explore how such interactions support emerging sociability, understood in terms of agency (intentional action), intersubjectivity (awareness of the subjectivity of others), and emerging symbolic communication (deliberate exchange of information). The “richly interpretivist” participatory methodology designed for my PhD research will be employed to explore how social engagement impacts is situated, and how it impacts on on development. This involves participatory observation, non-participatory observation (vignette writing), focus group and advisory panel research.
REC name
Social Care REC
REC reference
15/IEC08/0006
Date of REC Opinion
11 Feb 2015
REC opinion
Further Information Favourable Opinion