Communication Skills for Professionals Supporting the Learning of those with Special Educational Needs and Disability

Overview

Framework:
RQF
Level:
Level 4
Unit No:
M/506/6403
Credits:
4
Guided learning hours:
16 hours

Assessment Guidance

The unit should be assessed by a Portfolio of Evidence.

For learning outcomes 2 and 3, learners must provide assessment evidence that has been produced in a real working environment, while supporting learners aged between 3 and 25 years, with special educational needs and disability.

Simulation is not permitted.

For the full unit details, please download the latest version of the qualification specification. This is available for download on the relevant qualifications page.

Unit Learning Outcomes

To view the assessment criteria and any additional content, please expand the relevant learning outcome below.

1 — Understand effective communication when working with learners with special educational needs and disability (SEND).

Assessment Criteria

  • 1.1

    Explain the importance of effective communication with learners with SEND, their parents and carers, colleagues and other key stakeholders.

  • 1.2

    Summarise the principles of effective practice in communicating with learners with SEND, their parents and carers, colleagues and other key stakeholders.

2 — Be able to communicate with learners with SEND.

Assessment Criteria

  • 2.1

    Select and use communication methods appropriate to individual learners.

  • 2.2

    Use appropriate verbal and non-verbal communication skills, including listening skills, to communicate with learners.

  • 2.3

    Contribute to creating an environment where learners are able to communicate their views, wishes and feelings about different aspects of their learning, and to feel that these are valued.

3 — Be able to communicate effectively with parents and carers of learners with SEND.

Assessment Criteria

  • 3.1

    Use appropriate communication skills to talk and listen to parents and carers about different aspects of their child’s or young person’s learning (eg identification of SEN, decision-making, review).

  • 3.2

    Contribute to creating an environment where parents and carers are able to communicate their views and experiences and to feel that these are valued.

4 — Be able to evaluate the effectiveness of a learning provider’s communication practices in relation to learners with SEND.

Assessment Criteria

  • 4.1

    Evaluate how effectively a specific learning provider (eg school or college) manages its communication:

    • with learners with SEND

    • with the parents/carers of learners with SEND

    • with key stakeholders with an interest in learners with SEND

    • between colleagues responsible for supporting learners with SEND to achieve positive outcomes.

  • 4.2

    Explain how a specific learning provider could improve its communication practices in relation to learners with SEND.