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The purpose of this paper is to set out the current status of the Sounds of Intent project, and explains some of the theoretical thinking that has underpinned its development over a period of 12 years. Sounds of Intent maps the musical development of children and young people with learning difficulties. It currently exists as an online resource that offers practitioners a framework for assessment (with an online recording tool), information and downloadable resources.

The approach to the development of Sounds of Intent has been through two main phases: first, exploratory, qualitative analysis was used to inform the development of a model setting out how musical abilities and engagement are thought to develop in children and young people with learning difficulties; and second, the framework’s efficacy has been evaluated through gathering data from a number of practitioners in the field that has been analysed principally through quantitative means.

The principal findings of the Sounds of Intent project to date are that virtually all children (with the exception of those who are incapable of processing sound or vibration at all) are able to engage with music, whether reactively, proactively or interactively. The great majority have potential for musical development that can be realised over time, given an appropriately rich and engaging environment.

Sounds of Intent is the first research project in the world to focus on the musical development of children and young people with learning difficulties, and makes the first attempt to set out how this may occur. Since its public launch in 2012, the Sounds of Intent web site has had over 4,000,000 unique hits, with over 500,000 downloads of resources, from people all over the world.

The purpose of this paper is to reflect on how developments in evidence-based intervention and assessment frameworks are centrally important in implementing assessment structures for non-accredited learning of students with special educational needs. It brings together two projects which have developed taxonomies of learning, seeking ways in which to provide evidence of progress against pre-determined scales and prioritising the importance of measuring small steps of achievement.

In both cases, this was accomplished by trialling assessment descriptors and criteria, developing a robust assessment continuum and identifying the continuous developmental process, with achievement acting as a baseline for further development.

The assessment strategies employed by both projects allowed for the evaluation of learner progress where standardised forms of assessment were inappropriate, offering approaches for raising aspirations in an individualised and relevant way. Increased availability and use of toolkits offering constructive approaches to assessment are needed not only to evidence learner progress but also to guide future learning interventions. Ways of enabling achievements to be plotted against measures of success are of vital importance to learners with special educational needs, who require support in evidencing what they can do, rather than what they cannot.

Whilst these projects will be of particular interest to those working in the field of special education, they are of relevance to anyone seeking positive ways of performing assessment.

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