and young people with learning
difficulties
Level B of this module introduces the unique nature of planning to meet the needs
of children with SLD/PMLD/CLDD.
It looks at how to plan for diverse needs, learning styles and behaviours utilising
teaching support 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 appropriate teaching and learning approaches to engage children and help them make progress;
- Personalise planning to take account of individual needs and environmental considerations;
- Evaluate children's responses to activities; and
- Plan, implement and evaluate approaches and specialist interventions as advised by health, education and social care professionals.
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.
