and difficulties
![A young girl is lifted up by her
female teacher]](img/m01p000c/abrookfields_281.jpg)
Level C of this module builds upon the learning at level B which covers typical child development in a range of different developmental areas.
Level C provides an overview of key child development theories and theorists which have relevance for children with SLD/PMLD/CLDD.
It covers the major child development in the context of learning difficulties, and how families and professionals can support development in these areas.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Explain how the work of key child development theorists informs educational approaches used with children;
- Distinguish aspects of practice which have their origins in key developmental approaches; and
- Show the ways in which delay in different areas of a child’s development may impact upon their learning and progress in the classroom.
Details of the professional standards which apply to all teachers in England can be obtained from the Department for Education website. These standards apply to all teachers regardless of their career stage and all aspects of the standards are relevant to teachers working with children with special educational needs.
As defined by the Department for Education Special Educational Needs Code of Practice (2001), Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Children have learning difficulty if they have:
- A significantly greater difficulty in learning than the majority of children of the same age, or
- A disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
