Moderate learning difficulty (MLD)
Pupils with MLDs will have attainments significantly below expected levels in most areas of the curriculum despite appropriate interventions. Their needs will not be able to be met by normal differentiation and the flexibilities of the National Curriculum. They should only be recorded as MLD if additional educational provision is being made to help them to access the curriculum. Pupils with MLDs have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have an associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.
Severe learning difficulty (SLD)
Pupils with SLDs 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 difficulties in mobility and coordination, communication and perception and the acquisition of self-help skills. Pupils with SLDs 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. Their attainments may be within the upper P scale range (P4-P8) for much of their school careers (that is below level 1 of the National Curriculum).
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
SEND code of practice (2015)
There are a number of indicators which may suggest that an individual would benefit from a learning difficulties assessment, including:
Learning difficulties can impact specific or multiple learning areas.
At HSR Psychology we ensure that we meet the needs of children and young people. To achieve this we ensure that any specific assessments, intervention, or direct work, is only carried out following an initial discussion.
An initial discussion allows us to understand the background and your expectations of our involvement. Having an initial discussion ensures any services we provide appropriately identify or address needs.
Our process for any specific assessments, intervention, or direct work is as follows:
An initial discussion allows us to understand the background and your expectations of our involvement. Arrange an initial discussion
Following an initial discussion we will send you an email that includes:
On receipt of the next steps recommendations and costing you can decide how to proceed. Once you have decided contact us to arrange the chosen services.
Learning and cognition is assessed by our clinical, counselling and educational psychologists by carrying out a number of assessments, observations and discussions with key staff members, parents or carers.
Our psychologists will speak with parents, carers or education staff to talk through concerns and work towards a shared understanding of the child or young person’s needs.
Exploring the medical and educational background of a child or young person includes access to previous professional reports and provides further information about the child or young person’s development. Knowing the occurrence, frequency and intensity of the difficulties builds our holistic understanding.
A cognitive assessment provides a cognitive profile of strengths and difficulties. A cognitive assessment allows our psychologists to see whether a child or young person’s strengths and difficulties are general or connected to a specific learning area, such as literacy or numeracy. Any areas of need highlighted by the cognitive assessment can lead to the selection of appropriate educational assessments for further exploration. Only specific psychologists can carry out a full cognitive assessment, these include our clinical, counselling, educational and child psychologists.
Observing a child or young person allows the psychologist to assess external factors such as environment and interaction with other individuals.
Combining the information from the discussion, background, assessment and observation is part of our holistic approach.
The specific assessments used will be chosen based on the child or young person. The main assessments we use are:
There are other assessments which may be used during an assessment for learning difficulties, including observations and discussions with the child, young person and the individuals who know them best.
After an assessment, the information will be written up in a report. If learning and cognition difficulties are identified, our specialist educational and child psychologists will make recommendations to support the child or young person with their learning.
Recommendations could include specific interventions or the application of strategies and techniques.
We support many interventions for learning and cognition, and the intervention used will depend on the specific areas of need identified. Examples of interventions we can support include:
To find out more about learning and cognition interventions we can support please contact us.
An assessment for learning difficulties may vary in length due to the variety of ages we assess. A quote will be provided following an initial discussion.
Learning and cognition difficulties can impact many areas of a child or young person’s life and identification of needs can lead to effective support. To book an initial discussion for learning and cognition difficulties, or to find out more then please contact us now to speak to a member of our team.
Arrange an initial discussion to find out how we can benefit your education setting. The initial discussion lasts 2 hours and is a starting point to identify needs. The cost is £160.