interaction
Level D of this module builds upon the learning at levels B and C.
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.
Level C gives more detail and insight into the patterns of typical development and
how as a communication partner an adult can work with pre-intentional and intentional
communicators.
Level D focuses on the communication development needs of children in line with current
research. It looks at how teachers can engage with professionals and families to
design and implement personalised communication interventions.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Identify the communication development needs of children in line with current research and policy trends; and
- Engage in debate with professionals and other stakeholders – drawing on evidence from classroom practice, research studies and theoretical support – to support the design of contextually sensitive personalised communication interventions for children.
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.
