Cognition is the broad term for thinking, reasoning and learning, and involves the mental processes through which we develop knowledge and understanding via our senses, thoughts and experiences. Everybody’s brains work differently, and this affects how we process information and experience the world.
For some children and young people, their individual pattern of strengths and needs means that they experience significantly greater difficulty with learning than their peers. This might be with a particular aspect of learning (such as learning to read or write), or it may be that their differences affect learning more widely: for example, they may have difficulties with working memory which impact across all curriculum areas, as well as on their ability to follow instructions and organise themselves inside and outside of school.
The SEND Code of Practice 2015 states:
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia [Developmental Coordination Disorder].
While the identification statements, provision, and resources in this section focus on the things that children and young people with cognition and learning needs find difficult, it is important to recognise and highlight the strengths that so often accompany differences in thinking and learning: strengths such as creativity, imagination, problem-solving skills, and empathy.
To find out more, please see the following resources:
- Special Educational Needs in Mainstream Schools | EEF
- Teaching children with Cognition and Learning needs | NASEN webinar
Needs indicator tool
The needs indicator tool will support staff to identify and prioritise specific areas of need for an individual and guide them to the most appropriate part of the targeted support framework to support with planning effective provision as part of a graduated approach.