assistive strategies
Level D builds on what has been learned at levels B and C. Level B of this module
introduces the key AAC
strategies, equipping adults with the skills they need to be an effective communication
partner to each child with SLD/PMLD/CLDD.
Level C builds on this including the benefits of Communication Passports. It shows
how to implement a continuous assessment process to monitor and review AAC provision for the individual and the school.
Level D builds on this with a particular focus on the benefits of Hospital Passports.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Use and critically evaluate a range of AAC strategies with students; and
- Analyse and critically evaluate the model of AAC technologies used by a school in terms of consistency, continuity and on-going development.
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.
