Level D builds on what has been learned at levels B and C. Level B introduces
the network of people who support children with SLD/PMLD/CLDD.
Level C takes a closer look at this web of professionals how best to foster team
collaboration.
Level D focuses on how management and leadership in special schools can develop understanding
between the many agencies involved supporting children.
It examines the sharing and communication of information: how observations, assessments,
evaluations and analyses require contributions from different sources, and how this
information can be synthesised.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Utilise the evidence base of the wide needs of children to identify the need to initiate, develop and maintain professional relationships with a range of agencies and disciplines; and
- Identify the local and strategic actions, barriers and solutions required to develop, promote and support multiprofessional working with other agencies and disciplines across all education areas.
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 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.
