Students with a Moderate Learning Difficulties

Description of Student
  • Levels of attainment that are generally lower than those of their age equivalent peers.
  • Some difficulty in acquiring skills, notably in language, literacy, and numeracy skills.
  • May be slower to use, retain and apply everyday concepts than age equivalent peers.
  • May have processing difficulties.
  • May have mild levels of sensory impairment or fine motor skills.
  • May have some difficulties related to behaviour, social or emotional issues.
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2)
  • Whole school awareness and understanding of how to support students with moderate learning difficulties.
  • Students with moderate learning difficulties will access strategies and resources typically available in the ordinary classroom e.g., visual prompts, definitions, tasks management strategies, extra time to process information and respond.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping.
  • Differentiation to ensure the development of literacy, numeracy, communication skills, minimise behaviour and emotional difficulties and promote appropriate interpersonal skills with other students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons.
  • May benefit from focused/small group intervention from Aspire.
The learning environment
  • Simple changes to the classroom environment to support the individual.
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements.
Partnership with parents, carers and other agencies
  • The school will seek advice and training from other professionals when necessary.
  • Review meetings with the young person, parents and external agencies (as appropriate).
Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student appears to be more confident.
  • The student is able to integrate positively with their peers.
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