Cognition and learning strands
Tailored approaches for the cognition and learning strand
| Aspect | Presenting Barriers & Challenges |
|---|---|
| Reading | Reading Fluency: Learner reads slowly and finds reading difficult and tiring. |
| Comprehension: Learner has difficulties with understanding and interpreting texts. | |
| Memory: Learner finds it difficult to remember what they have read or frequently loses their place. | |
| Dictionary Skills: Learner finds it hard to use a dictionary, glossary, or index. | |
| Visual Processing: Learner finds black print on white paper difficult to see clearly. | |
| Phonic Decoding: Learner is making limited progress in the school's chosen systematic synthetic phonics programme. | |
| Accessing Whole Class Texts: Learner has difficulties accessing whole class texts. | |
| Writing | Writing Fluency: Learner finds writing tiring or effortful/organising ideas. |
| Spelling: Learner makes frequent and inconsistent spelling errors. | |
| Handwriting: Learner has uneven/incorrect letter formation/illegible or difficult to decipher. | |
| Verbal/Written Difference: Significant difference between the learner's verbal and written answers. | |
| Maths | Understanding Mathematical Vocabulary: Interpreting and using key terms and language specific to maths, which can hinder comprehension of instructions and problems. |
| Poorly Developed Number Sense: Difficulty understanding and working with numbers, including estimating, comparing quantities, and recognising numerical patterns. | |
| Instant Recall of Facts: Ability to quickly retrieve basic maths facts (e.g. times tables, number bonds), affecting fluency and confidence in calculations. | |
| Applying Skills to Solve Maths Problems: Challenges in applying reasoning and strategies to tackle unfamiliar or multi-step problems, often due to gaps in understanding or planning skills. | |
| Maths Anxiety: Lacking confidence in their own mathematical ability. | |
| Literacy Difficulties in Maths: Learner's literacy difficulties impacting upon access to maths lessons. | |
| Executive Functioning | Flexibility of Thinking/Shift: Adapting to change, transitioning between activities, and/or revising plans when faced with new information, obstacles, or setbacks. |
| Emotional Regulation: Recognising and/or communicating feelings and managing these when experiencing strong emotions. | |
| Response Inhibition: Stopping and thinking before acting. | |
| Sustained Attention: Remaining focused and on task in spite of distractions or lack of interest. | |
| Task Initiation: Beginning or starting a task. | |
| Working Memory: Holding information in mind whilst performing a complex task, e.g. following multi-step instructions. | |
| Planning and Prioritisation: Creating a plan, making decisions, and prioritising for task completion. | |
| Time Management: Estimating and using time effectively. Difficulty keeping track of time. | |
| Goal-Directed Persistence: Persevering, adapting, and following a task through to completion. | |
| Metacognition: Stepping back to monitor and evaluate thinking and learning, such as editing work. | |
| Organisation of Materials: Maintaining systems for tracking information and having materials needed. | |
| Stress Tolerance: Managing uncertainty, change, and competing demands. |