Specialist: Cognition and Learning

This page outlines some ways cognition and learning needs may present at the Specialist Level of the Graduated Approach.

On this page, you can find:

Attainment and Progress

There is evidence of long-lasting difference in meeting age related expectations for multiple areas of cognition and learning.

Cognition and learning remain within earlier developmental levels despite targeted plus support and long-term interventions.

Progress is in very small steps in line with developmental stage.

Progress is likely to be measured using the engagement model.

The CYP may:

have limited awareness of early print concepts.
have significant differences in acquiring fundamental literacy and maths skills.

Curriculum Access

The CYP may:

have a medical diagnosis of Global Developmental Delay (GDD)
have a medical diagnosis of developmental disabilities, e.g., Down syndrome, foetal alcohol syndrome, spina bifida, fragile x, which are life-long and require ongoing multi-disciplinary support.
have significant differences in:

➢ independence.
➢ play and leisure.
➢ understanding physical and emotional wellbeing.
➢ understanding the world around them.

experience consistent and long-term difficulties with cognitive processing skills e.g., phonological processing, verbal short-term memory, verbal processing speed, problem solving, sequencing and organising the steps needed to complete simple tasks.
require high levels of support to access learning activities.
have co-occurring speech, language and communication difficulties (refer to speech and language descriptors).
require learning opportunities to be presented through sensory or physical experiences.