Level C of this module builds upon the learning at level B which introduces the core issues around promoting and maintaining
positive behaviour and relationships with children with SLD/PMLD/CLDD.
Level C looks in more depth at this area by focusing on types of attachment and ways of interpreting communication to help
understand children better.
It also offers practical advice on how to make real, sustainable and positive changes in areas such as setting boundaries
and establishing routines, managing feelings and making physical interventions.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Understand the range of communication that children use to express their needs;
- Make changes in the school environment to improve behaviour and promote progress;
- Identify and develop opportunities for children to make choices; and
- Evaluate the impact of the changes made on children's behaviour.
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.
