Cognition and Learning

Cognition and Learning

Definition of the need

Support for cognition and learning difficulties may be required when children and young people (CYP) learn and struggle to meet expected cognition milestones than their peers, even with appropriate differentiation.

Cognition and learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD) and severe learning difficulties (SLD), where CYP 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 CYP are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

It also covers specific learning difficulties (SpLD). SpLD can affect one or more specific aspects of learning. It encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia (known as Developmental Coordination Disorder).

 

How to identify need

The Cognition and Learning Toolkit for schools contains a section on recognition. This is designed to support schools with identifying whether or not a CYP has SEN.

 

How to support in schools

The Cognition and Learning Toolkit also supports schools with the graduated approach described in the Code of Practice 2014. It offers guidance and signposts schools to resources to assist with Assess, Plan, Do, Review cycle.

There are separate resources for both primary and secondary schools

Useful documents

Accessing the Cognition and Learning Toolkit

Primary Schools

Appendix 1 - RECOGNITION

At a Glance Pupil Profile

Appendix 2 - ASSESSMENT

At a Glance Pupil Profile

Appendix 3 - ADJUSTMENTS TO PROVISION

Precision Teaching

Appendix 4 - MEASURE & REVIEW

Pupil Provision Review

The Progression Pyramid

Progression Pyramid poster

High Quality Quality First Teaching

 

Secondary Schools

Appendix 1 - RECOGNITION

At a Glance Pupil Profile

Appendix 2 - ASSESSMENT

At a Glance Pupil Profile

Appendix 3 - ADJUSTMENTS TO PROVISION

Precision Teaching

Appendix 4 - MEASURE & REVIEW

Pupil Provision Review

The Progression Pyramid

Progression Pyramid poster

High Quality Quality First Teaching

 

Additional support

Referral

Once the child or young person has been screened and diagnosed, they will need support to ensure they can access the curriculum and learn within the classroom.

Request for Involvement form can be found on the CYPS website at http://cyps.northyorks.gov.uk/special-educational-needs-disabilities on the IES landing page.  The guidance for a RFI is on page 22 on the appendix I: SPA Frequently Asked Questions (in the SEND: Inclusive Education Service Core and Extended Offer).

We use the NYCC Eligibility Criteria to determine the level of involvement.

The Cognition and Learning team can only be referred to through the Inclusive Education Service (IES) Single Point of Access (SPA).

They are able however to give generalised anonymised advice via phone or email. In this instance no personal details of a CYP will be shared.

In addition to support from the Cognition and Learning team other professionals or agencies may be involved in supporting a CYP.

Should it be felt that one of these teams ought to be involved the parents of the CYP will be consulted first and their permission gained before further action is taken.

How can the Cognition and Learning team help the child and young person in school and settings?

All the specialist teachers from the Cognition and Learning Team provide advice, support and training to those who deliver education and training to children and young people with Cognition and Learning Difficulties in the 0 to 25 years age range.

This advice and support includes working with school/setting staff teams to enable the development of their own provision through

  • modelling assessments,
  • signposting to appropriate resources and evidence based interventions,
  • carrying out further assessment of the child or young person’s specific needs and strengths
  • curriculum differentiation and personalised learning;
  • modification and structuring of the learning environment and differentiation of the curriculum;
  • the physical, emotional, behavioral and educational implications of specific learning difficulties;
  • professional development for mainstream staff, including accredited training;
  • minor adaptations, specialist equipment and alternative ways of addressing the needs of young people with specific learning difficulties;
  • a person-centred approach to managing transitions.

They will liaise directly with parents to share information about their child or young person.

Who else will support the child? 

  • For CYP with emotional difficulties as a consequence of cognition and learning needs teams such as CAMHS and Compass Buzz may be involved. If these difficulties are also present at home the Early Support Team may be involved. In addition and if appropriate support may also be provided by the IES Social, Emotional, Mental Health (SEMH) team
  • For children who have communication needs due to learning delay or a specific learning difficulty a speech and language therapist may be involved.
  • For CYP with coordination needs an occupational therapist or physiotherapist may be involved

 

Websites

There is several organisations who have an online presence that help develop your knowledge and skills regarding children and young people in learning environments with cognition and learning.

British Dyslexia Association – The British Dyslexia Association has plenty of information and resources for those identified with dyslexia, parents, educators and employers. The website can be found at https://www.bdadyslexia.org.uk/

Dyscalculia – Dyscalculia is a specific learning disorder that is often misunderstood or under-identified in schools and settings. The child or young person find mathematics, spatial awareness (i.e. map reading) or telling the time challenging and need support and strategies to develop mathematical skills.

The following websites offer in-depth information to understand Dyscalculia further;

https://www.dyscalculia.me.uk/

https://www.thebraincharity.org.uk/how-we-can-help/practical-help/information-advice/a-z-of-conditions/35-d/637-dyscalculia

 

Parents and professionals can seek additional information, advice or support from the *following charities and organisations;

Down’s Syndrome Association - https://www.downs-syndrome.org.uk/

Dyspraxia Foundation - https://dyspraxiafoundation.org.uk/about-dyspraxia/

Fragile X Society - https://www.fragilex.org.uk/

National Organisation for Foetal Alcohol Syndrome - http://www.nofas-uk.org/

SWAN UK (undiagnosed genetic conditions) - https://www.undiagnosed.org.uk/

Genetic Disorders UK - http://www.geneticdisordersuk.org/parentsofaffectedchildren

Learning Disabilities - https://www.nhs.uk/conditions/learning-disabilities/

Independent Parent Special Education Advice (IPSEA)

                                                https://www.ipsea.org.uk/Pages/Category/who-we-are

ACE (formerly The Advisory Centre for Education) - http://www.ace-ed.org.uk/advice-about-education-for-parents

The Dyscovery Centre, Wales - http://dyscovery.southwales.ac.uk/

*Please note this list is neither exhaustive nor denotes recommended or preferred groups, it is for information purposes only

If you believe that there is information that should be amended or added to this webpage, please contact the Inclusive Education Service.

Last updated May 2019