Features describe practices, approaches and elements you would expect to see at work in a learning programme. They may not be continuously in evidence, but reflect how the programmes are realised in schools and other settings. The features identified are neither exhaustive nor exclusive. While they allow for flexibility in the design and implementation of learning programmes, they also ensure a certain degree of coherence across them.
L1LPs emphasise that learning for the students in question:
· focuses on the student’s communication, cognitive, life and functional skills as well as sensory needs that underpin all future learning
· must be meaningful and interesting for them, offering opportunities for them to build on what they can do rather than focusing on their disabilities
· is planned through a holistic approach and takes account of students’ preferred sensory and learning channels and their ways of processing information.