Identifying pupils with MLD
Assessment affects who is identified as having MLD and is relevant to pupils, their parents and teachers. This unit will introduce and illustrate some of the assessment and identification issues in practice.
You will learn about:
- Assessment and identification issues in MLD.
- Key factors to consider when identifying MLD.
- The different purposes of assessment.
- The process for conducting teaching assessment.
Complexity of defining and identifying MLD
This mind map provides a graphic interpretation of the Government’s working definition of MLD, as included in the 2003 DfES publication Data Collection by Type of SEN .
According to the Government’s working definition of MLD...
Significantly lower attainmentClose
Despite appropriate interventions, the attainment levels of pupils with MLD will be significantly below those expected in most areas of the curriculum.
Needs not met by the curriculumClose
The needs of pupils with MLD will not be met by normal differentiation or the flexibilities of the National Curriculum.
Pupils must be receiving additional educational provisionClose
To fall within the Government’s definition of MLD, a pupil must be receiving additional educational provision to help them access the curriculum.
Greater difficulties than peersClose
Pupils with MLD will find it far more difficult than their peers to acquire basic literacy and numeracy skills, and understand new concepts.
Other associated issuesClose
Pupils with MLD may also have:
- Associated speech and language delay
- Low self-esteem
- Low levels of concentration
- Underdeveloped social skills
Task 1 sets you the challenge of conducting a teaching assessment with two pupils. There are two phases to the assessment – one consisting of word analogies and one based on series problems. Select the different stages on the progress bar for a step-by-step summary of how to design and implement this assessment.
Task 1: design of teaching assessment
- 1.1 Identifying two pupils
- 1.2 Preparing questions
- 1.3 Preparation and implementation
- 1.3.1 Preparation
- 1.3.2 Suggested teaching approaches
- 1.3.3 Assessment process
- 1.4 Recording responses to teaching assessment
- 1.5 Recording teaching approaches used
- 1.6 Evaluating your findings
Example of a phase 1 word analogy
Q:Easy is to difficult as soft is to ________
- a. Fragile
- b. Hard
- c. Flat
- d. Wet
Example of a phase 2 number series problem
See Appendix 1 of your PDF for more information and examples of number series.
Look at this series of numbers:
7, 42, 11, 39, __, 36, 19...
What number should fill in the blank?
- a. 5
- b. 15
- c. 43
- d. 42
Example of a phase 2 letter series problem
See Appendix 1 of your PDF for more information and examples of letter series.
Look at this series of letters:
K, T, E, A, L, T, F, A, _, _, _, _
What letters come next in series?
A: K, T, E, A, L, T, F, A, M, T, G, A This sequence uses the ‘NINI’ format: next in series (N), same in series (I), next in series (N), same in series (I).
Post-teaching assessment questions
Once you’ve completed the teaching assessment process, you should take time to ask yourself – and answer – these questions relating to both phases. Keep these in mind when filling in Tables 2 to 5.
- How much did the teaching assessment improve both pupils’ performance on question 1?
- How much did it improve their performance on question 3?
- How did improvements in performance on question 1 compare with those for question 3?
- What teaching approaches most helped the pupils with questions 1 and 3, and how much teaching was required?
- How does the teaching used in the assessment relate to improvements made by both pupils in both phases?
- What do the results of the assessment tell you about the pupils’ respective identifications as either MLD or lower-attaining, and how should this affect planning for their teaching?