Why would they be? I do not know of any good teacher who does not have a clear understanding that all children are different and all children are themselves, individual, unique. Further, these are defining learning characteristics, they do not define the child, any more than the wearing of glasses defines the child.
Good teachers will not be limited by the label; they will see it as a starting point. Inexperienced teachers may initially see it as an end point but will soon learn, as all inexperienced teachers learn, to see the child behind the label. Poor teachers may well however, only see the label. To base a pedagogy on the failings of poor teachers seems to us irresponsible, crass and immensely disrespectful to the vast majority of teachers who understand that to regard someone has having PMLD or SLD does not and never will, define the child.
We agree that this is not the case, that is, it is perfectly possible for someone to have a profound learning difficulty without necessarily having attendant and multiple physical difficulties. We have altered the definition accordingly.
There was also a question mark over the suggestion that children with PMLD might use formal language. We agree that that this, though possible, is very rare and again, have altered the description. Lastly there were several posts which questioned the use of the P scales as markers of academic ability because the Rochford Review had recommended that they cease as a statutory measure of assessment.
However, their cessation as a statutory measure does not mean that we should cease using them as a common language of approximate cognitive developmental levels. The Rochford Review rightly accepted that they were not fit for purpose as a comparative measure of attainment, but they were never designed for that in the first place, so this is hardly surprising.
There is however, an extremely strong case for continuing to use the P scales as broad markers and to make them more internationally known, simply because they do provide that common language. Typical characteristics of children with SEMH are mood swings, frustration, verbal and physical threats, stealing, setting fires and self-harm. Managing SEMH in the classroom: allow pupils to read or listen to music, reward efforts, promote exercise.
Children with BEDS have trouble building relationships and struggle in mainstream environments. They sometimes show inappropriate responses or feelings to situations and are often considered to showcase socially unacceptable behaviours. Typical characteristics of children with BESD are aggression, vandalism, drug abuse, truancy and threatening behaviour.
Managing BESD in the classroom: figure out what triggers certain behaviours, reinforce your expectations, allow fidgeting if it aids concentration. The two main characteristics of ADHD are inattentiveness and hyperactivity. These can all contribute to problems with learning in school. Managing ADHD in the classroom: shorten tasks, provide a quiet space, be direct and increase verbal tasks.
Children with ASD also have problems with non-verbal communication; they tend to not be able to understand facial expressions or body language. Children with ASD also show little interest in other children and may suffer from trigger tantrums.
Managing ASD: set the classroom up in rows, post classroom rules, give verbal prompts frequently. General characteristics could be difficulties with vision or speech, walking on tiptoes or clumsy movements.
Many children with Cerebral Palsy go to a mainstream school but will benefit more from a special school. Children with HI may need extra support in a classroom, from strategically placing them near the speaker to a remote microphone HAT. Schools will accommodate children with VI as appropriate. Children with Visual Impairment have differing needs depending on the severity of their condition — some may need to learn Braille, whereas others may need to learn through visual cues, i.
All children will have a profile of learning strengths and areas for development which may mean some need some extra help and support in school. A child or young person will take longer to learn skills than the majority of their peers and will be functioning and achieving several years behind others of the same age. Difficulties may be apparent in the early years and general development may be delayed. Children are likely to require a higher level of additional support in school.
Some children and young people with moderate learning difficulties will have an Education, Health and Care plan. They may also have difficulties with mobility and coordination, communication and completing self-help tasks, some may have additional medical needs. Most children and young people will have an Education, Health and Care plan.
Children and young people with PMLD have complex learning needs.
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