Level D builds on what has been learned at levels B and C. Level B of this introduces
the key issues regarding quality of life, whilst Level C covers ways of assessing,
indicating and measuring quality of life of children with SLD/PMLD/CLDD.
Level D focuses on person-centred planning, key policy implications, past and present
support and the various organisational constraints that are involved.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Synthesise their understanding, skills and experience in order to be able to evaluate the effectiveness of quality of life provision in school;
- Understand the importance of Person Centred Planning and how it leads to attainment and achievement; and
- Develop and improve that provision.
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.
