Master’s research breaks new ground in special needs teaching

Research conducted by a University of Chester Master’s graduand has led to ground breaking work in Special Educational Needs and Disability (SEND) pedagogical practice.

Peppy Hills, Director of Arts at Sunfield Special School in Worcestershire and Co-Founder of street theatre company, Curious Cargo, carried out the research as part of her Master’s Degree in Creativity and Education for the Professions.

Peppy (pictured) based the study on her own practice and examined the use of improvisation in dance and movement sessions, when working with students with complex learning needs.

She discovered that the students reacted far more positively, and were much more engaged in the lesson, by using the improvisation, student-led techniques.

Peppy said: “I wanted to look at how improvisation can exist within the results and performance led world of education, and also consider related tensions of working in a student focussed way within this climate.

“I found that using alternative approaches to teaching enables students with SEN to be themselves, build self-esteem and create opportunities for learning that are relevant and refreshing.  This approach ticked far more curriculum boxes in terms of breadth, than traditional approaches where lessons are teacher-led and more concerned purely with pre-determined outcomes.

“One of the students I work with refuses point blank to participate in most traditional lessons. Due to his challenging behaviour, staff in previous settings have kept him within a tight structure with no room for spontaneity or playfulness, however he was engaged for 45 minutes in some of my sessions which is exceptional for him. He was also able to be himself in the session which is not something that he is used to.

“I am very aware that the philosophy and commitment of the Headteacher at our school, is key to being able to work in the way that I do. She is passionate about our students who have been excluded from several schools before they come to us, so they know failure more than most students of their age. Our Head is committed to our students having the education that all children are entitled to, so we have to skilfully create approaches and environments that invite our children to thrive and achieve.”

Peppy’s research has had a number of positive, direct impacts on the school and she has had the opportunity to present a paper at a national conference that stemmed from one of her Master’s modules.

She added: “I now have very professional, robust discussions about pedagogical issues as part of performance review meetings with my Headteacher. She calls them ‘energising’! As well as being very supportive she has seen me grow in confidence and ‘glow’ with course-related enthusiasm within our work context.

“I’m also able to support other members of staff to help them develop creative ways of enabling their students to access learning opportunities. By offering useful bits of theory and information as well as examples of good practice, I can help staff feel confident about their approaches to teaching and encourage them to take risks which deviate from the traditional teaching methods. I wouldn’t have been anywhere near as confident nor would I have been able to articulate the theoretical context relating to this area a few years ago.

“My knowledge of theory relating to creativity and education has grown immensely since I started this course. My thinking has deepened and my practice has benefitted from this.”