ABSTRACT
This chapter links closely with the previous one on assessment. Using an appropriate test will allow the teacher to obtain a baseline of what the child knows. It is from this baseline that their programme of work should be devised. This chapter discusses some of the issues raised with regard to planning programmes of work for children with SEN. It takes into account both theoretical and practical issues. The theoretical perspectives will concentrate on approaches to teaching, taking into account our knowledge of learning theory, and this includes sections on the learning domains, the importance of differential learning, and the theory of the developmental stages of learning. These models will be set in the context of the practical requirements of the National Curriculum regarding children with SEN.
