Cognition and Learning Toolkit for MLD learners

Area of Need: Moderate Learning Difficulties (MLD)

• The learner is working below age-related expectations across most subjects and skills.
• Progress may be slower than that of their peers, despite intervention.
• Difficulties may include misconceptions, failing to follow teacher input, understanding the task, or taking longer to understand new concepts.
• Difficulties are persistent over time.
• There may be indications of frustration, impulsivity, poor motivation, inattention, and low self-esteem.
• Speech and language skills may be moderately delayed in line with delays in other areas.
• Moderate difficulties with concept development and logical thought limit access to the curriculum.
• Moderate difficulties with transferring general information onto paper – independent study takes excessively long, fails to start, stays on task, and completes tasks promptly.
• Difficulties with motor organisation, motor skills and persistent restlessness
  Difficulties with executive functions, including working memory, personal organisation, verbal processing, managing emotions, impulsivity task initiation, completion and inhibition.
• Noticeable variations in performance in learning tasks.
• Difficulties with attention control and sensory sensitivities.
• These difficulties affect the academic progress and attainment of the learner and their social integration.

Provision for children or young people with Moderate Learning Difficulties (MLD)

• ‘One page profiles’ documenting how I learn and what I need, e.g. written lists rather than verbal requests.
• Positive behaviour plans created to ensure engagement and interactions within learning.
• Collaborative working with parents to ensure clear, consistent expectations, setting of progress targets, use of language and behaviour.
• Referral for parents for support or interventions.
• Standardisation of resources, to ensure familiarity when transitioning between classes, rather than relearning, e.g. visual prompts, timetables.
• Use of visual schedules, lists, timetables, now, next, then, task breakdowns, visual prompts.
• Having clear achievable, success criteria.
• Pre-teaching
• Differentiation of tasks, through level of support provided, task outcome, resourcing or format.
• Access to personal toolkit and resources required for individual learner needs and provision, e.g. pencil case prepared, access to a fidget, ear-defenders, laptop for writing, visual prompt cards, alphabet line, letter list, word bank, reminder fans.
• Pupil positioning within the classroom, e.g. near the front for visual/hearing needs, at the side or back for those who are hypervigilant, so they have a clear view of the room.
• Seating required, wobble chair/cushion
• Repetition and consolidation to ensure transfer of knowledge into the long-term memory.
• ‘Get out of class’ card, so can leave early from sessions to avoid the sensory overload of the busy corridors, increased anxiety caused by these situations.
• Key adult relationships, talking to a familiar adult, both around work expectations and feelings.
• Having clear choice options, to provide shared control over activities and learning.
• Clear modelling and upskilling of staff through everyday practice and classroom opportunities.
• Clear language, not ambiguous.
• Recommendations from external professionals are included in lesson plans and learners’ support plans.
• Blank level questions, ensuring questioning is at an appropriate receptive language level.
• School systems to assess pupil learning through smaller steps and tasks, e.g. portage for younger learners, EYFS for KS1 etc.
• Allowing processing time for tasks, requests, interactions.
• Positive communication approach, link to restorative language, listening and hearing the pupil voice.
• Requests of what to do, rather than what not to do, e.g. feet on the floor, rather than, don’t stand on the table.
• Communication devices available throughout the day rather than at selected times. This is the child’s voice and they should always have access to it.
• Supported timetable (as well as when required) opportunities to meet sensory needs, e.g. daily mile, wake up songs, bouncing, gym balls.
• Engaging activities with a variety of resources, to include all learning styles, e.g. practical or visual, recording.
• Ensuring appropriate equipment is provided or activities modified where an access to learning through physical impairment may be present.
• Ensuring that pupils are not negatively impacted through interventions by reduced self-esteem or emotional development.
• Ensuring emotional needs are met through a team around the pupil, e.g. familiar adults, nurture, pastoral sessions etc.
• Celebrating achievements, success for everyone, not just academic achievements.
• Professional school reports worded in a truthful but positive light.
• Quality first teaching meets the needs of all learners and includes:
  • flexible grouping arrangements
  • one task at a time, then report to the teacher
  • check that lesson notes are complete (peer checking)
  • differentiated questioning
  • use of multi-sensory approaches
  • learning feedback to learners
  • differentiated tasks
  • support for metacognition and independence
  • additional time to complete some tasks
  • differentiated independent study tasks
  • strategies to remove sensory or distraction overload (earphones, quiet study spaces)
• Environmental considerations are made to meet the needs of all learners displays and signage.
• Intervention is evidence-based, carefully selected, and informed by assessments.
• Small group provision to enhance the core programme of teaching addresses gaps and misconceptions in learning.
• Emphasis on developing automaticity, skill proficiency and generalisation of skills.
• Withdrawal where necessary for specific skills teaching with further reinforcement in whole class sessions.
• A regularly evaluated provision map sets out interventions, provisions, and outcomes. Intervention is adapted as necessary because of this evaluation.
• There is a transition plan at the end of each year, between classes, subjects, teachers etc.
• Teacher, tutor and SENDCO time for assessment, standardised testing, and diagnostic work.
• Additional TA or teacher tutor time for direct teaching with support offered from SENDCO.
• All staff are trained in core skills, sensory profiles, MLD and other needs. For example, online training packages such as the inclusion development programme and other CPD.
• TAs, LSAs and support staff will be appropriately trained and deployed to promote independence through scaffolding techniques. They will be used to support rather than replace the teacher.