interaction
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.
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.
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.
