chapter  6
Communicative practices in a classroom for children with severe and profound learning difficulties
A case study of methodologies of reflective practice
Pages 18

It is commonplace now to claim that good teachers are (or ought to be) reflective practitioners, but what exactly does this phrase mean, and what are its practical implications? In this study, I set out to learn more about the processes of reflective practice and how I might learn through reflection on my practice, by carrying out a review and evaluation of one specific area of my teaching. I chose to consider my work within the area of communication, and to explore how the learning environment supports and promotes children’s communication skills.