and young people with learning
difficulties
Level D of this module builds on what has been learned at levels B and C. Level
B introduces the unique nature of planning to meet the needs of children with SLD/PMLD/CLDD
Level C explores planning in more depth including learning outcomes, assessment,
pedagogy, working with other specialists and whole class planning.
Level D includes what effective planning looks like, Person Centred Planning and
the Ofsted Evaluation Schedule as well as planning for additional services and staff’s
professional development.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Evaluate the effectiveness of planned interventions in terms of children's achievement/attainment;
- Critically review and analyse systems, policies and legislation which affect the special school planning to meet the needs of children; and
- Consider how planned interventions might promote progress for children in the light of recent research and government policy and modify planning accordingly.
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.
