Your study level

We've preselected "All levels" for you, but you can change your study level at any time by choosing one of the options on this menu. Changing your study level will return you to the beginning of the module.

Close
A girl points to one of two
                  picture cards held by her teacher
About this module
teenage girl with small party hat dances
                  in front of the camera

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.

Learning outcomes
teenage girl with small party hat dances
                  in front of the camera

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.
Teachers' standards

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.

 

Department for Education Teachers' Standards 2011

Teachers Standards Cover
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.
SENCodeOfPracticeCover
Acknowledgements

With thanks to the professionals who contributed to this module:

 

Module Content

Dr Mark Fox, Programme Director: Professional Doctorate in Educational and Child Psychology, University of East London
Tom Laverty, Behaviour, Families and Extended Schools Coordinator, The Brook Special Primary School

 

All modules produced by The Schools Network and
Real Group (UK) Ltd for the Training Development Agency for Schools (TDA).

 

Editorial Team

Dr Mark Turner, Real Group (UK) Ltd
Professor Hilary Constable, The Schools Network
Jo Egerton, The Schools Network
Anne Fowlie, The Schools Network
John Truman, The Schools Network
Annie Grant, Independent Consultant

Production and Design

Jonathan Bond, Real Group (UK) Ltd
Colm Gibson, Real Group (UK) Ltd
David Hutter, Real Group (UK) Ltd
Ruth Earl, Real Group (UK) Ltd

 

Video, Audio and Photography

Atomic Productions

 

Project Management

Professor Barry Carpenter, The Schools Network
Alan Macgregor, Real Group (UK) Ltd
Sylvia Paddock, The Schools Network
Dr Mark Turner, Real Group (UK) Ltd
Caroline Ward, The Schools Network

 

Thanks to all the children, parents, carers, assistants and teachers for their involvement.