Why Play (with a capital P)

Course Outline

It is very difficult to over-emphasise how important Play is to the development of both the child and the adult that the child will become. All animals play; it is one of the crucial ways of learning within a safe and secure environment, but it must be given time. So often, within a conventional curriculum model, play is only allowed to develop up to the age of six, and from then on is assumed to be secondary to the serious business of formal education. For those with learning disabilities however, whose learning takes so much longer to develop, Play, with a capital P and as a core area of learning, needs to be expanded at the rate and speed which each individual learner can make sense of. Play must take a central part in any Curriculum discussions, must be given time to develop and will probably continue to be central for the whole of the learners’ school career.

For those who are at the earliest stages of intellectual development, play, and playing games….
‘are not time out from real work; they are the most intensive developmental work you can do’ (Nind and Hewett, 2001; p66).

Course Learning Objectives

• To explore the concepts of severe, complex and profound learning difficulties.
• To see Play as a subject that has the same capital as conventional subjects such as Mathematics, English, History, Geography etc.
• To be cognisant with the developmental and social levels of Play.
• To explore ways in which observation and analysis will affect outcomes.
• To look at analysing individual Play schemas that may be developed by each learner and to consider how these might be stretched and broadened.
• To understand Play as a potential gateway to other learning for learners with severe, complex and profound learning disabilities.

Course Instructor

Peter Imray is a freelance trainer, advisor and writer in the area of special educational needs with over 30 years teaching experience. His current interests centre on supporting schools to embed specifically written (not National Curriculum) curricula for learners of all ages with PMLD, SLD and ASD. Peter’s last book, written with Andrew Colley and entitled Inclusion is Dead: Long Live Inclusion, is a polemic against the dominant inclusive ideology of a common school and/or class and/or curriculum for those with SLD and PMLD. It was published by Routledge in May 2017. His new book, A Different View of Curriculum and Assessment: for learners with Profound, Complex and Severe Learning Disabilities is due to be published by Routledge sometime in 2023.

Terms and Conditions
– Registration will be confirmed only upon receiving invoice or full payment.
– If the participant is absent without valid reason or without supporting document, full course fees will be charged with no refund