As teachers we often have to make informed professional decisions about when to move a child on to the next stage or introduce a new concept or resource. In Special education this process can be further complicated by the range of developmental need of the children we work with and the variability in their individual developmental patterns.
It is important that these decisions are taken objectively and informed by evidence of the child’s understanding of preceding development, rather than on a professional hunch. To support this the school I work in has produced a developmental, skills based curriculum and a broad portfolio of assessments that allow us to establish the specific developmental point of the child, so that when we move them on we do so with a degree of confidence in their ability to succeed.
One area in particular that we find causes our pupils, and ourselves, significant difficulty…
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