1.3 Explain how individual needs and preferences may influence how learning and development activities are accessed or delivered

This guide will help you answer 1.3 Explain how individual needs and preferences may influence how learning and development activities are accessed or delivered.

Meeting personal needs and respecting preferences shapes every part of health and social care. This includes learning and development activities. People bring a wide range of backgrounds, abilities, beliefs, and circumstances which affect how they learn best. A single approach cannot meet the needs of everyone.

Taking the time to find out and respond to what matters to each person makes learning more effective. It helps people take part, understand, and use new skills or information in their lives.

What are Individual Needs?

Individual needs refer to anything someone requires to join in or benefit from learning. These needs can be practical, physical, sensory, emotional, social or cultural. Focusing on these encourages fairness and better outcomes for everyone.

Some examples include:

• Physical needs: a person might use a wheelchair or need accessible rooms
• Sensory needs: such as hearing impairments or visual impairments
• Cognitive needs: learning disabilities or difficulties with memory
• Communication needs: difficulties with speech or understanding language
• Medical needs: conditions like epilepsy or asthma
• Emotional needs: mental health conditions or anxiety
• Social needs: needing support in group situations

Meeting these needs may involve changes to how learning is delivered or accessed.

Respecting Preferences

Preferences mean how a person likes to learn, communicate or take part. These are often shaped by a person’s age, beliefs, cultural background, learning style or past experience.

Examples include:

• Preferred language or use of interpreters
• Learning alone or as part of a group
• Using written materials, videos, or hands-on activities
• Learning at a set pace or more flexibly
• Choosing activities which reflect their culture or faith

Listening carefully to preferences helps make learning feel personal and relevant.

Barriers to Learning

Barriers are anything that might stop someone from joining in, understanding, or enjoying learning. If ignored, barriers can lead to frustration, poor learning, or exclusion.

Common barriers include:

• Lack of accessible materials (e.g., only providing written handouts to someone with visual loss)
• Unclear communication
• Inflexible session times
• Inaccessible venues
• Activities that clash with cultural or family commitments
• Lack of privacy or a quiet space

Removing or lowering barriers means people get a fair chance to develop and succeed.

Adapting Learning Activities

Changing the way learning and development is delivered helps people engage. This could be as simple as allowing more time, using audio resources, or changing the group size.

Below are some simple strategies:

• Use large print, Braille, or audio for people with visual loss
• Offer British Sign Language interpreters or hearing loops for people with hearing loss
• Arrange one-to-one support for those who struggle in group settings
• Adapt timings or pace to fit a person’s concentration span
• Offer culturally relevant topics or materials
• Use simple, clear language for those who speak English as a second language
• Include more practice for people who need to repeat activities

Flexibility in these areas supports everyone to learn more comfortably and effectively.

Examples in Practice

Here are some real-life scenarios that show how needs and preferences shape learning:

Physical Disabilities

A support worker is planning a nutrition session for adults with disabilities. One person uses a wheelchair. The room must have wide doorways and accessible bathrooms. Activities are adapted so no standing or bending is needed.

Learning Disabilities

A young adult with a learning disability joins a budgeting workshop. Materials use simple language and pictures. The worker breaks tasks into smaller steps and offers praise at each stage to build confidence.

Cultural or Religious Beliefs

A client attends a life skills group. They request to pause for afternoon prayers. The schedule is adjusted. The group also ensures food provided meets everyone’s dietary rules.

Language Barriers

A new arrival from another country joins a parenting course. English is not their first language. An interpreter attends to translate, and staff use simple words and gestures.

Mental Health

An individual with anxiety feels overwhelmed in large groups. They participate in a quiet, small session before joining bigger activities. The worker checks in with them regularly to offer reassurance.

Sensory Impairment

A man with sight loss attends a cooking skills class. Recipes are available in audio and Braille. Staff describe each step clearly and let him touch and smell ingredients.

Why Choice Matters

People learn better when they feel their needs and preferences are understood. They are more likely to take part, make progress, and gain new skills. Ignoring differences can lead to people feeling left out or unable to join in fully.

Supporting choice might include:

• Letting people select from a range of activities
• Asking what has or hasn’t worked before
• Providing feedback opportunities after activities
• Supporting autonomy (enabling people to make their own decisions)

This not only strengthens learning, it also builds confidence, independence, and trust.

Role of Workers

You play a key part in supporting individual learning. Your role is to:

• Ask people about their needs and preferences
• Involve them in planning learning activities
• Be flexible and ready to adapt approaches
• Work sensitively with families, carers or advocates if needed
• Keep records of preferences, needs, and any support provided
• Review and improve the learning activities based on feedback

Good communication with your team and with those you support will mean needs are less likely to be missed.

Working with Other Professionals

At times, extra advice may be helpful. You may work alongside other specialists, such as:

• Speech and language therapists
• Occupational therapists
• Physiotherapists
• Interpreters
• Specialist teachers

Together, you can design training or support that meets each individual’s requirements.

Laws and Guidance

Several UK laws and sets of guidance tell organisations to meet individual needs and preferences. This includes:

• The Equality Act 2010: bans discrimination and says reasonable changes must be made for people with disabilities.
• The Mental Capacity Act 2005: supports choice and involvement.
• The Care Act 2014: covers person-centred care and involvement in decisions.
• CQC Fundamental Standards: highlight safety, dignity, and choice.
• NICE guidelines: provide best practice on specific needs.

Understanding these helps you to protect people’s rights and make learning inclusive.

Person-Centred Approaches

A person-centred approach puts the individual at the centre of all decisions. It means looking at the whole person, not just one part of their identity or needs. Learning is shaped around what matters most to them, their hopes, goals, and strengths.

This may involve:

• Asking about goals or ambitions
• Finding a learning style that suits them
• Recognising their life experiences and what makes them unique

This approach helps people feel respected and valued.

Reviewing and Improving Practice

It is good practice to review learning activities often. Ask people what they found helpful, what was difficult, or what they would prefer. Make changes as needed.

Ways to gather feedback:

• One-to-one conversations
• Group discussions
• Written feedback forms
• Involving advocates for those who cannot communicate easily

This keeps learning relevant and meaningful.

Summary of Best Practice

To provide inclusive and effective learning and development in health and social care settings, always:

• Treat everyone as an individual
• Ask and listen to people’s needs and preferences
• Remove barriers to access
• Adapt activities as needed
• Work with others if required
• Follow law and best practice guidelines
• Reflect and improve based on feedback

This creates a supportive environment where everyone can learn in their own way and at their own pace. Meeting individual needs and preferences is not only respectful; it leads to better results and healthier, happier people.

Final Thoughts

Your awareness and actions matter. Recognising and responding to individual needs and preferences makes a real difference to learning outcomes. Your attitude towards adapting learning shapes how safe, respected, and included people feel.
When you support people to learn in ways that suit them, you increase their confidence and independence. In turn, this helps them live richer and more fulfilling lives.

Always remember: seeing each person as unique and learning from them will help you offer the best care and support possible.