The SLCN module is lead by Tracy Edwards, Tracy has vast experience in leading developments in curriculum and assessment for pupils with severe and profound and multiple learning difficulties. With 3 cohorts a year in January, May & September you can choose a start date that suits you. You will have up to 12 months to complete the module via our online learning platform Campus Online. If you are considering taking your studies further this module will provide you with 30 credits toward a PGcert, PGDip or MEd on our SEND programme. Here are some key reasons why you should take this module: Develop the specialist knowledge and practice-based understanding that will enable you to become a specialist in this area and to make a real difference to the lives of children with specific learning difficulties (SLD) or profound and multiple learning difficulties (PMLD). Through applied learning, you will get a technical understanding of their needs. You will learn how to adapt the curriculum for them; how to assess their progress; and how to collaborate with parents, carers and other professionals to meet their needs. You will gain an in-depth foundational knowledge of the relevant theories, policies and research, and the ability to critique knowledge and existing practice.
Strand one: Understanding the context and perspective of the learner Explore the case history and context of a learner with SLD/PMLD/CLDD and disabilities as the first stage in developing strategies for meeting their long- and short-term needs. Establish a mentoring relationship with a manager/colleague who is working with learners with SLD/PMLD/CLDD – explain the structure of the tasks that you are undertaking to them and identify an appropriate learner to focus on. Develop a framework that will enable you to profile the learner and create a rich picture of their current needs and support. You will introduce yourself to the learner, the family members and other professionals involved with them; you will also familiarise yourself with their narrative. Create a multi-perspective account of the learner’s journey from birth to the current time and context. Strand two: Curriculum planning for your focus learner Work closely with your focus learner’s class/subject teacher and classroom team to understand the learner’s educational needs and how the class team assesses and plan to meet those needs. Consider the learner’s needs in the context of their stage of development and whether they are following a delayed pattern of typical child development or an atypical developmental pathway. Get to grips with the rationale for the pedagogy currently in place for that pupil by identifying the barriers to learning that the focus learner faces and the specific needs that must be met if they are to overcome them in the class context. Consider the latest specialist pedagogical approaches and how well suited they are to the needs of the focus learner. Critique an existing curriculum plan and, where appropriate, suggest and justify alternative approaches or additional strategies that will meet the learner’s needs more effectively. Strand three: Understanding communication and managing behaviour Build on your work in the previous strands by considering the focus learner from a behaviour-management perspective. Develop strategies that meet the needs of the learner in day-to-day classroom situations. Understand how shortfalls in communication can be linked to challenging behaviour. Get to the heart of the communication approaches that the team uses with their learner and use the concept of ‘total communication’ to identify communication and behavioural difficulties that pose the greatest barriers to learning. Gather available information on strategies that have been adopted for your learners and their success. Consider these approaches in light of additional strategies and identify the latest interventions that might have a beneficial impact on the learner. Lead a meeting with key partners to devise a behaviour plan for the focus learner, including steps to be taken, anticipated outcomes and the monitoring strategy – this will be on the basis of the research that you have carried out throughout this module.
You will need to produce: Critical analysis: Write a piece about SLD, PMLD or CLDD that includes a case study on a child or young person (3,000 words). Practice analysis one: Produce a curriculum plan that demonstrates the integration of theory and practice (1,500 words). Practice analysis two: Deliver a behaviour management plan that sheds light on the integration of theory and practice (1,500 words). Where indicated by your tutor, you may submit multimedia resources that you have produced within your applied practice as part of your final portfolio of evidence.
How to apply
This course is available online and can, therefore, be completed anywhere in the world. Please visit this page on our website - https://realtraining.co.uk/information-for-international-students - for advice on payment options and other information relevant to those studying outside of the UK.
Have an undergraduate degree Be working in or have access to an educational setting with children, young people or adults
Fees and funding
No fee information has been provided for this course
Additional fee information
We do not qualify for any sponsorships or funding but we do offer the option to pay for our modules in instalments of either 1, 3 or 10. Please get in touch if you would like to discuss this further.