ABSTRACT
Background and Aims
Learners with profound and multiple learning disabilities are frequently marginalised within conventional assessment systems because these systems rely heavily on verbal self-report and standardised attainment measures. This study examined whether engagement could be observed and interpreted as a meaningful indicator of learner state in complex needs contexts.
Methods
Using an integrated qualitative and quantitative observational design, six learners aged 10–14 who did not use speech as their primary means of communication were observed across baseline activities and learning conditions aligned with self-determination theory. Engagement and motivation were examined through behavioural coding, motivational profiling and interpretive observational analysis. Interrater reliability demonstrated good to very good agreement, with Kappa values of 0.71–0.82.
Results
Thematic analysis identified four interrelated dimensions of engagement: relational safety, supported autonomy, regulation through disengagement and re-engagement and assessment as interpretive practice. Autonomy- and relatedness-oriented conditions were more consistently associated with sustained engagement than competence-focused activities.
Conclusions
The findings suggest that engagement may offer a useful, context-sensitive alternative to deficit-based assessment for learners with profound and multiple learning disabilities when interpreted relationally and cautiously. Rather than functioning as a measure of compliance or attainment alone, engagement may help practitioners understand participation, readiness and environmental fit in complex needs contexts.