This core module offers the student an insight into the nature, aetiology and extent of various types of learning difficulties and disabilities. In an era of inclusive practice fewer children and young people are educated away from their localities and communities. Unless there is some compelling reason why a child should not be included, educational needs of children and young people are generally expected to be met in mainstream schools. It follows that teachers in mainstream schools will invariably experience teaching children with learning difficulties and disabilities. This philosophy underpins both this module and the whole pathway, although alternative views across the globe are also raised and debated.

Rationale
The module covers the most common learning difficulties and disabilities likely to be presented. The class teacher, special educational needs staff and other professionals supporting learning will benefit if they have some
understanding as to how certain children and young people with difficulties experience their wider world and their closer environment. An appreciation of the difficulties can be the first step toward making a positive contribution to development generally. More specifically understanding disabilities and difficulties in learning can better equip those responsible for making provision to plan for an effective programme of developing the necessary communication skills which in turn may enable the child or young person to access a broader curriculum.
What are the different disabilities and learning difficulties? What are the consequences for learning? How should schools, colleges and other relevant agencies respond? The module aims to answer these questions with practitioners in the field detailing their own good practice. A knowledge base as to possible causal factors, interplay factors, co-existing conditions has also to be established. In doing so concepts will be presented to explain
he neurology and physiology of conditions so affected. In other areas background history, social conditioning, emotional fragility and associated mental processes will be presented to help explain other difficulties.

1. Understand pathways of development and appreciate the possible impact of a child’s SEN on school progress.

2. Demonstrate an understanding of learning difficulties and disabilities in terms of aetiology, nature, degree, extent, and co-morbidity.

3. Be objectively critical of models of understanding viz. the medical model and social influences.

4. Analyse examples of practice and on the basis of their understanding of need and any assessments available, recommend appropriate action.

5. Be familiar with the definitions of key terms and procedures in the SEN Code of Practice and be familiar with the work of UNESCO and the drive to promote inclusive principles.

6. Demonstrate a critical knowledge and understanding of the key principles of effective teaching and curriculum access in the context of a range of SEN.

7. Use Individual Educational Plans (IEPs) effectively, including in the contexts of target-setting and potential value-added.

8. Interpret professional reports, contribute to case-conferences and annual reviews and work collaboratively with a range of allied professionals.

9. Be able to evaluate critically the education systems of selected countries and their response to SEN, in order to facilitate study/work abroad or comparative study.