Your study level

We've preselected "All levels" for you, but you can change your study level at any time by choosing one of the options on this menu. Changing your study level will return you to the beginning of the module.

Close
Level B
Considering communication and
interaction
A girl selects a small card
                  from a wall display
About this module
Pupil squatting in activity area

Without communication learning is impossible. Level B of this module introduces the challenges that children with SLD/PMLD/CLDD have with communication.

It covers how communication develops, how it may be impaired and the ways adults can help children develop their communication skills

It also looks at how a supportive communication environment can be created to encourage and promote the child's use and development of communication.

Learning outcomes
A boy raises his hands to his face as a
                  teacher reads from a card

The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:

  • Understand how patterns of communication development may be impaired, and principles for addressing consequent barriers for the child; and
  • Apply recommended strategies for communicating with a child and to support their participation in interaction and activities, and evaluate the child's response.

 

Teachers' standards

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.

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.
SENCodeOfPracticeCover
Acknowledgements

With thanks to the professionals who contributed to this module:

 

Module Content

Dr Melanie Peter, Senior Lecturer, Anglia Ruskin University
Corinna Cartwright, Headteacher, James Rennie School, Cumbria

 

All modules produced by The Schools Network and
Real Group (UK) Ltd for the Training Development Agency for Schools (TDA).

 

Editorial Team

Dr Mark Turner, Real Group (UK) Ltd
Professor Hilary Constable, The Schools Network
Jo Egerton, The Schools Network
Anne Fowlie, The Schools Network
John Truman, The Schools Network
Annie Grant, Independent Consultant

Production and Design

Jonathan Bond, Real Group (UK) Ltd
Colm Gibson, Real Group (UK) Ltd
David Hutter, Real Group (UK) Ltd
Ruth Earl, Real Group (UK) Ltd

 

Video, Audio and Photography

Atomic Productions

 

Project Management

Professor Barry Carpenter, The Schools Network
Alan Macgregor, Real Group (UK) Ltd
Sylvia Paddock, The Schools Network
Dr Mark Turner, Real Group (UK) Ltd
Caroline Ward, The Schools Network

 

Thanks to all the children, parents, carers, assistants and teachers for their involvement.