Level B of this module introduces
the challenges of delivering the curriculum for children with SLD/PMLD/CLDD and examines best
practice.
It looks at a range of issues and techniques including Intensive Interaction, the
creative arts, thinking and problem solving skills and the physical curriculum. It
also gives an overview of independence, learned helplessness and care in the curriculum.
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 individual needs relate to levels of cognitive development, in the context of a personalised curriculum;
- Understand that learning will involve both skills and process based methodology if progress is to be made; and
- Recognise the integral and essential role of the adult in effective learning and knowing that skills and understanding need to be generalised.
.
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.
