interaction
Level C of this module builds upon the learning at level B.
Level B introduces the core challenges that children with SLD/PMLD/CLDD have with communication
and the ways adults can help their communication and language develop.
Using examples, case studies and tasks, level C gives more detail and insight into
the patterns of typical development and how to work with pre-intentional and intentional
communicators
It looks at what it means for an adult to be a communication partner and how they
can maximise the opportunities for communication.
It also covers the tools, techniques and approaches adults use to help children's
communication develop.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Explain how children learn to communicate from engaging in early playful interactions, and the importance of establishing this foundation, in addition to functional strategies, for developing meaningful social communication in children;
- Use and evaluate the effectiveness of a range of social and functional communication strategies in planned and spontaneous interactions with children; and
Plan, implement and evaluate a personalised communication intervention for a child in consultation with other professionals, the family and carers.
Details of the professional standards which 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 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.
