ABSTRACT
In this chapter, I look at definitions of SLD, their prevalence and at causal factors associated with SLD. The chapter considers identification and assessment. I examine provision for pupils with SLD in terms of curriculum and assessment adaptations. The first sections of the chapter consider the curricular issues of adapting the National Curriculum, the NLS and the NNS. I look at the use of cross-curricular links to reinforce subject understanding and skills, the development of intermediate targets and briefly at an approach to lesson planning. The chapter then turns to assessment matters, examining breadth, quality, challenge, depth or laterality; and assessments used for achievement below level 1 of the National Curriculum, namely P scales, Performance Indicators for Value Added Target Setting (PIVATS) and B Squared. Other aspects of assessment are discussed: RoAs, pupil’s involvement in setting and reviewing individual targets, and other ways of involving pupils in assessments.
