This page outlines some ways cognition and learning needs may present at the Universal Level of the Graduated Approach. There are also details of some model provision and strategies that may be useful at this level.

Needs Descriptors

Attainment and Progress

The CYP:

• is generally working within or marginally below age-related expectations.
• has some difficulties with learning which may include some misconceptions and/or taking longer to understand new concepts.
• may have difficulties specific to one aspect of learning.

Curriculum Access

The CYP is able to independently participate in most classrooms/settings and routines.

 Model Strategies and Provision

• Modelling- I do, we do, you do, WAGOLL
• Working walls
• Alphabet strips, Phoneme mats, Key word mats
• Chunk instructions and information
• Teach sequencing as a skill
• Check understanding e.g. Learners to repeat back instructions, metacognitive strategies
• Visual cues
• Explicit links to prior learning
• Processing time
• A variety of recording methods
• Scaffolding e.g. Writing frames
• Manipulatives/concrete resources
• Visual timetables/ timetables
• Use IT programs and apps.
• Whiteboards and pens/ jotters to support memory
• Texts which reflect interest and age range
• Text presented clearly (font size, font type, background)
• Dual coding e.g. diagrams and pictures to add meaning
• Carefully consider reading aloud expectations
• Teach and model memory techniques
• Minimise copying from the board
• Reduce distractions

Links

• Removing Cognition and Learning Barriers
• Training and Resources

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