General Learning Difficulties
Cognition and learning difficulties may be described as General, Specific or Complex. This part of the Handbook will provide information about general learning difficulties. It will also describe how sometimes a learner can have more complex learning difficulties due to their individual situation or individual differences. The Specific Learning Difficulties part of this handbook will explain specific needs in much more detail.
The term general learning difficulties relates to those learners where there is limited progress in their learning, which cannot be ascribed to one particular area of development or a particular set of thinking skills. Learners with general learning difficulties are sometimes described as having a “flat” profile of skills which can impact across their range of learning skills.
This group of learners will have areas of relative strength which need to be nurtured in order for them to reach their potential, experience positive self-esteem and to celebrate their successes. However, they may have greater difficulty than their peers in understanding concepts and acquiring key academic and adaptive skills. They may have some speech and language delay, or have reduced levels of concentration and immature social skills.
Extent of a Learner’s Difficulties
The DfE uses the categories SpLD (Specific), MLD (Moderate), SLD (Severe) and PMLD (Profound and Multiple) when requiring Local Authorities to report on children and young people with SEND (for cognition and learning needs). It is important to state, that these categories should not be considered to be fixed or permanent labels which should determine a learner’s provision by itself and any description of need should take into account a large range of individual factors. Hull City Psychological Service (HCPS) have produced a position statement on Moderate Learning Difficulties (MLD) which outlines the particular issues for this group of learners in the City. This is given in the document below:
Difficulties in learning can be described as having lesser impact or greater impact on the learner. The words mild, moderate, severe or profound are sometimes used to describe the extent of need in this area although once again fixed categories may be very unhelpful for the individual. Clearly the more marked the learning issues, the greater the difficulties may be for a learner in acquiring key skills and understanding basic concepts.
There are many learners in mainstream schools with difficulties in learning; around 17% of children and young people with Special Educational Needs in Hull were recorded as having moderate learning difficulties (School Census Data 2020). This group will require Quality First Teaching including a wide range of differentiated and flexible strategies that all class teachers, form tutors and subject specialist teachers are responsible for planning and delivering. They may also need additional or different approaches and these approaches may necessitate some wider support within mainstream schools as well. Clearly the more marked the learning difficulties, the more school staff will need to consider additional or different approaches to teaching.
Assessment of a child or young person with general learning difficulties should not rely on one approach and should include observation in the learning environment, talking to the learner about their views and reports from parents, school staff or other professionals. Work with learners may also include specific assessments which focus on aspects of the learner’s ability or aspects of their learning attainment. School staff could consider using standardised assessments to identify whether a specific learning difficulty (SpLD) is underlying the individual’s difficulties in learning or if their learning needs are more generalised.
For advice and support on managing learning needs in school, SENCOs can consult their Educational Psychologist. Hull City Psychological Service hold termly Psychological Consultation Meetings (PCMs) and SENCOs can discuss their concerns and any assessment requirements at these meetings.
Complex Learning Difficulties
Some learners with general difficulties have more complex needs. A learner’s needs may be more complex because they have needs in other key areas which greatly impact on their cognition and learning skills. This group might include those with social, emotional and mental health needs or those on the Autism Spectrum. It might also include those with complex speech and language or sensory needs who also have cognition and learning difficulties.
In the following section typical indicators of need and approaches to be used in school are detailed. This will address individual SEN associated with general learning issues. Each level of need described below builds upon the previous one. It assumes that provision in the previous level is in place. As with other areas of SEN, all learners will benefit from Quality First Teaching although many learners may need additional and different approaches as well. It is important to remember that their progress and development may occur at a slower pace than that of other pupils.