Level C of this module builds upon the learning at level B which introduces the
challenges of delivering the curriculum for children with SLD/PMLD/CLDD and examines best
practice.
Level C expands upon this by looking in more depth at creative arts, mathematics
and care in the curriculum and introduces ISE,
sensory stories and literacy.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Relate levels of cognitive development to individual curriculum planning that focuses on progress and attainment;
- Understand that a skills based approach incorporates behavioural methodology using techniques such as task analysis, chaining, fading, prompting, etc.; and
- Understand that some learning is best achieved by concentrating on the process of an activity rather than the specific skills involved or any preconceived end result.
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.
