A Systematic Literature Review of the Teaching Considerations and Practices Provided to Children in an Education Setting with Comorbid Disability and Developmental Trauma

Developmental trauma and disability are frequently co-occurring lived experiences for children young people. The present research explores the considerations practices pedagogy provided to with a who have experienced developmental in an educational setting. A systematic literature review was conducted explore synthesise current evidence base that exists relating quality teaching practice this cohort of students within schools. Findings revealed five key themes, which contribute understanding childhood whilst considering additional dimension intersecting disabilities including mental ill-health. findings study broaden complexities facing education sector ensuring inclusion principles enacted increase impact improve outcomes these multiple complex needs.