listening to families
Level C of this module builds upon learning at Level B.
Level B covers the core issues for families at, and following, the birth of a baby
with SLD/PMLD/CLDD, giving some idea of families' perspective and the
challenges they face.
Level C focuses on how schools could work alongside families to ease their burden
and strengthen their supportive networks. It develops confidence in independent practice.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Assess the value of early intervention on the lives of children and families;
- Differentiate the needs, emotional and practical, of various family members; and
- Understand the practical and organisational implications of developing partnerships with families.
Details of the professional standards that 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 a 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.
