This refers to schools maintained by a Local Authority - any community, foundation, voluntary schools or community special school.
The Modernising Children's Hearing Aid Services (MCHAS) was the title of the research and training programme which introduced digital signal processing hearing aid technology into the NHS. The programme ran from 2000 2005 and during this time all Audiology departments in England, received training and children are now routinely fitted with digital hearing aids. Alongside the introduction of new hearing aid technology, new fitting procedures and working practices were introduced. Guidelines covering these procedures were written and are now accepted by the profession as standard quality practice.
Moderate Learning Difficulty - pupils with moderate learning difficulties will have attainments significantly below expected levels in most areas of the curriculum, despite appropriate interventions. Their needs will not be able to be met by normal differentiation and the flexibilities of the National Curriculum. They should only be recorded as MLD if additional educational provision is being made to help them to access the curriculum. Pupils with moderate learning difficulties have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.
An amendment or alteration of a programme of study, attainment target, assessment or any other component of the National Curriculum in order to give the child access to that area of the Curriculum.
Multi-Sensory Impairment - pupils with multi-sensory impairment have a combination of visual and hearing difficulties. They are sometimes referred to as deafblind but may have some residual sight and/or hearing. Many also have additional disabilities but their complex needs mean that it may be difficult to ascertain their intellectual abilities. Pupils with multi-sensory impairment have much greater difficulties in accessing the curriculum and the environment than those with a single sensory impairment. They have difficulties in perception, communication and in the acquisition of information. Incidental learning is limited. The combination can result in high anxiety and multi-sensory deprivation. Pupils need teaching approaches which make good use of their residual hearing and vision, together with their other senses. They may need alternative means of communication.