How might Cognition and Learning needs present?
When considering the concept of learning and why some children struggle to learn, we firstly need to consider the process by which children acquire new knowledge and skills. The acquisition of new knowledge requires reinforcement across settings (home, school, etc.) and frequent opportunities for overlearning and consolidation of learning and skills.
Learners with cognition and learning needs may experience difficulties in acquiring, consolidating and retaining knowledge because they have yet to develop their skills in one or more areas of cognitive functioning.
Individual learners display a range of differences which will vary in severity and intensity and which may change over time. It is not expected that a learner will match all of the descriptors listed below. Learners who present with additional learning needs may experience difficulties in one or more of the following areas of cognitive functioning:
- Executive Function
- Emotional/Affective Learning Factors
- Literacy
- Numeracy
- Other cognitive skills/abilities
- Experiential Factors
Learners to whom this guidance relates will present with a range of difficulties which challenge their learning and possibly also their social inclusion. Cognition and Learning difficulties cover a wide range of needs, including those referred to in the SEND Code of Practice (21015) such as:
- Moderate learning difficulties (MLD) - likely to need support in many areas of the curriculum
- Specific learning difficulties (SpLD) - affecting one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
- Severe learning difficulties (SLD) - likely to need support in all areas of the curriculum and associated difficulties with mobility and communication
- Profound and multiple learning difficulties (PMLD) - likely to have severe and complex learning difficulties alongside physical disability or sensory impairment.
In Kirklees we use the term ‘complex needs’ to describe children who have needs across a range of areas and require support in most/all area of the curriculum. As detailed an assessment as possible should ensure that the full range of an individual’s strengths and needs are identified, this may need to go beyond the primary area of need. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them using well evidenced SEN provision targeted at their areas of difficulty.
The suggested targeted provision outlined within this guidance document, in addition to inclusive high quality teaching as outlined in the audit tool, will support effective teaching and learning for this group of learners. The curriculum approaches and strategies detailed are not prescriptive or exhaustive. They are intended to guide schools as to the type of provision expected within the graduated approach to identifying and meeting special educational needs at SEND Support and should be delivered in accordance with a learner’s assessed needs and agreed outcomes.
