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 - SEND Code of Practice (DfE, 2015).
Moderate Learning Difficulties (MLD)
Pupils with MLD will have attainments well below expected levels in all or most areas of the curriculum, despite appropriate interventions. Their needs will not be met by normal differentiation and the flexibilities of the National Curriculum.
Pupils with MLD have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and underdeveloped social skills - Department of Education and Skills (2003).
Severe Learning Difficulty (SLD)
Pupils with severe learning difficulties have significant intellectual or cognitive impairments. This has a major effect on their ability to participate in the school curriculum without support. They may also have associated difficulties in mobility and co-ordination, communication and perception and acquisition of self-help skills. Pupils with SLD will need support in all areas of the curriculum. They may also require teaching of self-help, independence and social skills. Some pupils may use sign and symbols but most will be able to hold simple conversations and gain some literacy skills - Department of Education and Skills (2003).
Profound and Multiple Learning Difficulty (PMLD)
Pupils with PMLD have severe and complex learning needs. In addition, they have other significant difficulties such as physical disabilities or a sensory impairment. Pupils require a high level of adult support, both for their learning needs and also for personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some pupils communicate by gesture, eye pointing or symbols, others by very simple language - Department of Education and Skills (2003).
Specific Learning Difficulties (SpLD)
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia - SEND Code of Practice (DfE, 2015).
Support for Identification and Assessment of Need
- Formative assessment /feedback featured in lessons and evidenced in marking policies
- Summative assessment and analysis
- Progress and assessment data
- Information shared with all school staff and partners
- A regular cycle of Assess, Plan, Do, Review is used to inform teaching and learning
- Inclusive, high-quality teaching and learning is in place
- Additional Needs /SEND needs are understood and supported by regular CPD which is accessed by all staff
- The curriculum is adapted to meet the needs of all pupils, including appropriate differentiation. This will include opportunities to work and learn in different ways and various groupings as well as working towards independence
- School works closely and in full partnership with parents/carers
- The physical environment is adapted to fully meet the needs of the individual. This will include reasonable adaptations for sensory/physical/emotional and cognitive needs
- Resources are used appropriately for overcoming potential barriers to learning, including specialist resources and/or toolkits
- All pupils feel safe and valued having the potential to share their views, opinions and concerns
- There are effective links and collaboration with outside agencies and specialists
- All transitions, both micro (ie between lessons) and macro (ie across settings/key stages) are planned for over time and in partnership with the pupil, parent/carers and setting.