Level C of this module builds upon the learning at level B which introduces the
network of people who support children with SLD/PMLD/CLDD.
Level C takes a closer look at this web of professionals including who they are,
what they offer and how best to foster team collaboration.
The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:
- Reflect on the issues relating to promoting collaborative working across the range of professional groups in support of children;
- Critically identify and reflect on the adult’s role and the role of other agencies and professionals in developing, maintaining and sustaining professional working relationships within and across the school environment; and
- Demonstrate a critical appreciation of the professional regulation frameworks that govern the practice of other professional groups when providing support to children and their family and carers
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.
