Training & Consultancy < Peter Imray

 

Peter Imray

Peter Imray is a freelance trainer and advisor on all issues relating to children, young people and adults with severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), and autistic spectrum disorders (ASD). He also has a particular interest in pedagogy, curriculum and challenging behaviour.

Peter has been a teacher of children, young people and adults with special educational needs since 1986, mostly at The Bridge School in Islington, north London. The Bridge School, which has some 60% of its children on the autistic spectrum, has been repeatedly classified as ‘outstanding’ by Ofsted, the UK’s independent education standards authority. During that time Peter taught across all ages from 2 to 19, and all ability levels from PMLD to MLD (moderate learning difficulties).

Peter was part of the SCAA working party which published its findings on Profound and Multiple Learning Difficulties and the UK National Curriculum in 1996 and has been involved in the continued development of a learning difficulties pedagogy ever since. He is an active member of the SLD Forum, sits on the executive body of Equals and has over the last five years, been working in Saudi Arabia with both Shumua al Amal and The SHAMA Center as a trainer, advisor and also latterly a governor.

Publications:
  • Imray P and Wolger J (1999) A Home Grown Answer to the Problem of Support Staff Training. The SLD Experience. 25: 2-4.
  • Imray P (2004) The ultimate question to life? But……… The SLD Experience. 40: 5-7.
  • Imray P (2005) Moving towards simple, understandable and workable definitions of severe learning difficulties and profound and multiple learning difficulties. The SLD Experience. 42: 33-37.
  • Imray P (2007) The inclusion debate continues. A commentary on ‘Inclusion: does it matter where pupils are taught?’ The SLD Experience. 47: 7-10.
  • Imray P (2007) Training and PMLD. PMLD Link Vol 19 No 2
  • Imray P (2008) Turning the Tables on Challenging Behaviour. London. Routledge.
  • Imray P, Gazquez Navarro D, and Bond L. (2010) A PMLD Curriculum for the 21st Century. The SLD Experience. 58: 11-17.
  • Imray P and Andrews T (2012). Sex and Relationships Education (SRE) and learning difficulties. Insight 37. Curriculum Bitesize: 8-12.
  • Imray P (2012) Saying NO to ‘No’! The SLD Experience. 64: 17-20.
  • Imray P and Hinchcliffe V (2012) Not Fit for Purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties. Support for Learning, 27 (4) 150-157.
  • Imray P and Hinchcliffe V (2013) Curriculums for Teaching Children and Young People with Severe or Pre-found and Multiple Learning Difficulties. London. Routledge. In print.
Locations able to work
  • All areas in the UK and abroad

 

 
 

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What Our Members Say
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We have thousands of satisfied members since we began in 1994

Peter Imray

“Lets focus on things that matter”.

“For those with a profound learning difficulty (PMLD), learning is best done when the learner is placed in the centre of the curriculum”.

Priory Woods School – Middlesbrough

“The Semi-formal Curriculum meets the needs of our special children and we feel more able to promote what the children need rather than being constrained by subject areas”.

“Freedom to be creative and concentrate on individual needs with a focus on independence”.

Pedagogy, Curriculum and Assessment of Pupil Progress for Children and Young People with SLD and PMLD

“Great delivery – motivational speaker, thank you’
“A fantastic workshop with many learning and thinking points!’
“Excellent informative course”
“Information about different kinds of assessment models”
“Thought provoking ideas on SLD curriculum”
“Analysing what we teach and why?”

Confident Parenting Workshop

“Fab content in terms of setting up a parent support group”
“Very useful and informative”
“Opportunities to discuss and information on THRIVE’
“Ideas for parenting course to run in school”
“I liked the whole concept of the course and the fact that it seems to be very parent driven”