Level C of this module builds upon the learning at level B which introduces engagement
and personalised learning for children with SLD/PMLD/CLDD.
Level C expands on this and looks at how transdisciplinary working enhances engagement.
It covers how the Inquiry Framework for Learning support educators in exploring and
developing personalised learning pathways and transdisciplinary team working.
The materials in this level are intended to provide those working with children
with SLD/PMLD/CLDD
the tools to be able to:
- Assess the factors which affect the engagement of a child and differentiate to increase their attainment;
- Chart engagement strategies across the curriculum, ensuring a coordinated approach for the child; and
- Prioritise engagement strategies which will enhance dialogue and interaction in classroom teaching and learning.
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.
