evaluation
Level C of this module builds upon the learning at level B which introduces assessment,
monitoring and evaluation approaches.
Level C expands on this by looking to a range of useful tools designed to assess
a child's communication strengths and needs. It also covers how pathways for progress
can be effectively planned and delivered.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Assess a child's preverbal communication strengths and needs, and how pathways for progress can be planned;
- Assess levels of learning objectives and systems for monitoring the progress against these objectives; and
- Develop moderation activities and records to support accurate assessment of pupils' levels of attainment.
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), 'Special Educational Needs' refers to children who have a learning difficulty. This means that they either:
- Have a significantly greater difficulty in learning than the majority of children of the same age; or
- Have 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.
