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this menu. Changing your study level will return you to the beginning of the module.
School staff need to be trained to master the skills and techniques necessary to teach children with SLD/PMLD/CLDD.
Training might include, for example:
Using of AAC
Using signs and symbols.
The School Development Plan will influence the training and development that staff need.
Planning for other services
In this audio clip, Jane, the headteacher of a special school, talks about the range of professionals that make up her
staff team. She explains how the team works together to deliver high quality, personalised education for all children in her
school.
Identify what the whole school area for development is for this year and the different areas of focus for children with
MLD, SLD, CLDD and PMLD.
Click here for an
answer
A
The areas focused on are:
Intensive interaction
Social skills, and
Verbal and non-verbal reasoning.
Case study: Roisin (1)
Roisin is preverbal. She is assessed against the Affective Communication Skills Checklist (ACSC) as working at Level 3. The ACSC
has been drawn from a number of different sources and linked to the P Levels to support staff in assessment of pupil levels.
Have a look at the checklist below and see where you can see evidence that would support this assessment.
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