Are PLD programs relevant to students who are non-verbal and/or an intellectual delay?
Are PLD programs relevant to students who are non-verbal and/or an intellectual delay?
PLD's range of programs, training and student tracking options are all focused upon the years within primary school.
If a student has an intellectual delay and is in Year 3 but is operating at a Foundation (5-6 year old level) then the Foundation programs, training and student tracking are all relevant.
Likewise, if a student has an intellectual delay and is in Year 6 but is operating at a Year 1 level, then the Year 1 (Stage 1/2) range of programs, training and student tracking options are all relevant.
If however, a student is non-verbal, it will be difficult to adapt and modify the PLD range to this group of students. Once language (or if the child's language) develops to around a 3 year old's level, then the pathways into pre-literacy can occur, and hence some of the PLD range will be relevant.
For non-verbal students it is most important to engage the services of specialists (e.g. speech pathologists, education psychologists, occupational therapists etc ) who can guide parents and schools in the long-term process of catering for the child's needs. When students are non-verbal there is a level of individualisation of the teaching that is required. Typically schools and teachers will feel ill-equipped to deal with such students. Know this is a specialised area for specialists to guide home and school with non-verbal students, until such time that the possibility of language emerges and then the pathways into literacy can commence. At this point in time, the PLD range can be adapted. My recommendation is to be guided by specialists.
PLD's range of programs, training and student tracking options are all focused upon the years within primary school.
If a student has an intellectual delay and is in Year 3 but is operating at a Foundation (5-6 year old level) then the Foundation programs, training and student tracking are all relevant.
Likewise, if a student has an intellectual delay and is in Year 6 but is operating at a Year 1 level, then the Year 1 (Stage 1/2) range of programs, training and student tracking options are all relevant.
If however, a student is non-verbal, it will be difficult to adapt and modify the PLD range to this group of students. Once language (or if the child's language) develops to around a 3 year old's level, then the pathways into pre-literacy can occur, and hence some of the PLD range will be relevant.
For non-verbal students it is most important to engage the services of specialists (e.g. speech pathologists, education psychologists, occupational therapists etc ) who can guide parents and schools in the long-term process of catering for the child's needs. When students are non-verbal there is a level of individualisation of the teaching that is required. Typically schools and teachers will feel ill-equipped to deal with such students. Know this is a specialised area for specialists to guide home and school with non-verbal students, until such time that the possibility of language emerges and then the pathways into literacy can commence. At this point in time, the PLD range can be adapted. My recommendation is to be guided by specialists.
Updated on: 26/02/2020
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