Aim
To develop an understanding of some of the barriers to learning that young people with learning difficulties and disabilities can face, and how LSAs can support them to overcome or tackle these challenges.
Learning points
Learning disabilities impact cognition across various life domains.
Learning disabilities are linked to overall cognitive impairment and mean individuals have lower intelligence quotients (IQs) that affect all areas of life, not just educational environments.
Learning difficulties affect specific aspects of learning, not overall intelligence.
Learning difficulties affect specific aspects of learning such as the ability to process and store information and may not be linked to IQ.
Learning difficulties, disabilities, and sensory impairments often coexist.
Learning difficulties and learning disabilities are often experienced together. Some learners will also have sensory impairments that affect their vision, hearing or the ability to manage other sensory stimuli. Conditions are often experienced alongside each other, e.g., Down’s syndrome, autism and poor mental health.
Low self-esteem and social, emotional and mental health (SEMH) needs are common among disabled young people.
Young people with learning difficulties and disabilities more likely than average to have poor self-esteem and SEMH needs that will affect how they learn.
Learners with profound disabilities face significant communication challenges.
Learners with profound and multiple learning difficulties and disabilities face significant difficulties in communicating and being independent, problems which compound one another. They may also have complicated health and care needs.
Knowing learners’ communication needs is crucial for effective support.
Understanding learners’ communication needs and preferences is critical to supporting learning. Ineffective communication disables learners.
