1st Edition
Building a Curriculum for Children with Complex Needs Placing Communication at the Heart of the School
Preface
List of Figures and Tables
Chapter 1: An Introduction to the CATHS Curriculum
- Communication and Cognition Framework
- Communication at the Heart of The School Curriculum
Chapter 2: Assessment
- Screening Assessments
- Isolated Skills
Chapter 3: Objectives
- CATHS Curriculum Objectives
- Lateral Progress
- Recording Progress
- Ambition and Aspirational Teaching
- Further Discussion about the Limitations of Smart Targets for Children with SLD And PMLD
Chapter 4: Curriculum Guide
- The Working Classroom
- The Curriculum Guide Explained
- Glossary: Explanations of Terms Used in the Guide
Chapter 5: National Curriculum Links and Core Subjects
- Curriculum Subject Development
- Core Subjects
Chapter 6: Enhanced Provision and Topics
- Topic Map
- Stories, Books and Literacy
- Topic Plans
Chapter 7: Lesson Preparation
- How to Prepare Lessons
- Continuous Provision
Chapter 8: The Influence of Cognition on Learning by Alanna Storey
- How Cognitive Processes Shape Learning
- The Current Situation in Education
- Understanding the Cognitive Barriers that Learners with SLD and PMLD Experience when Accessing the Curriculum
- Understanding Starting Points
Afterword
Index
Biography
Rachel Sawford is a highly specialist speech and language therapist who helps schools to address the challenges of developing communication for children with a learning disability. Rachel believes that speech and language therapists have the biggest impact when they give time to developing good-quality environments where all children can benefit. She recognises that all those around the child have a role to play in supporting their communication.
Ann Miles is a special education teacher who spent her career working in schools for children with learning disabilities. Drawing upon her classroom experience and extensive knowledge of early communication, she has packaged up all the elements of CATHS to share with other professionals. Ann is a firm believer that for communication to be successful it needs to be both natural and meaningful. The development of communication skills should be embedded within all aspects of teaching and the curriculum.
