and young people with learning
difficulties
Level C of this module builds upon the learning at level B which introduces the
unique nature of planning to meet the needs of children with SLD/PMLD/CLDD.
Level C explores planning in more depth by looking at utilising learning outcomes,
assessment and pedagogy as well as working with other specialists and whole class
planning.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Plan, implement and evaluate personalised interventions for individual children, including within a socially inclusive group context;
- Plan in partnership, taking account of perspectives from home, colleagues and other agencies, and with sensitivity to continuity across contexts; and
- Analyse and assesses children's individual learning needs, and plan eclectically from a range of possible approaches and specialist interventions.
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.
