Unit 393 Understand Sensory Loss

This part of the Level 3 Diploma in Care looks at acquired brain injury (ABI) and what it can mean for a person’s day-to-day life, their relationships, and the support they need. The links on this page take you to each learning outcome, but this overview will help you join the dots and understand the bigger picture.

Acquired brain injury is an umbrella term. It covers damage to the brain that happens after birth, for many different reasons. Some causes are sudden (for example, a fall, assault, or road traffic collision), while others develop through illness (such as stroke, infection, or lack of oxygen). In practice, you may support people whose injury is described as mild, moderate, or severe, but labels do not tell the whole story. Two people with the “same” injury can present very differently.

Early on, the effects can feel overwhelming for the person and for those close to them. There may be confusion, headaches, fatigue, changes in mood, pain, or difficulties with movement and coordination. Some people will need intensive medical input first; others will return home quickly but struggle to manage everyday tasks. It is common for the person to look “fine” while experiencing significant hidden difficulties. That mismatch can be frustrating for everyone.

As time goes on, long-term impacts can affect several areas at once. Physical effects might include weakness on one side, poor balance, visual changes, seizures, or reduced stamina. Functional effects can show up as difficulty dressing, cooking, managing money, using transport, or keeping up with routines. Cognitive effects often include problems with memory, attention, processing speed, planning, and judgement. Behavioural and emotional changes can include irritability, low mood, anxiety, impulsivity, apathy, or reduced motivation. These changes are not “bad behaviour” in the usual sense; they may be directly linked to injury and fatigue.

Loss is a key concept in ABI. The person may grieve for skills, independence, work roles, friendships, or a sense of identity. Family members and carers may experience their own grief, sometimes described as “ambiguous loss” when the person is physically present but seems different in personality or ability. In care settings, you may notice this in small comments: “He’s not the same dad” or “She used to love chatting.” Listening matters. So does being realistic while still holding hope for progress.

Communication needs can be specialist. Dysphasia (often called aphasia) affects language, such as finding words, understanding, reading, or writing. Dysarthria affects the muscles used for speech, making it slurred or quieter. Both can affect confidence and can increase the risk of the person being misunderstood or excluded. Your role is not to “test” them, but to create the best conditions for communication: reduce noise, face the person, speak clearly, allow extra time, check understanding, and use supportive tools such as pictures, key words, gestures, communication books, or technology recommended by a Speech and Language Therapist (SaLT).

Personality and behaviour changes can be particularly hard for families and staff teams. Someone who was easy-going may become blunt or suspicious; someone organised may become disinhibited or chaotic. Lack of insight (reduced self-awareness) can mean the person genuinely does not recognise the impact of their actions, or does not accept they need support. That can affect consent, risk-taking, and relationships. In the UK, you must follow the Mental Capacity Act 2005: assume capacity unless proven otherwise, support decision-making, and act in the person’s best interests if they cannot decide for themselves. Capacity is decision-specific and can change day to day, especially with fatigue.

Challenging behaviour should be understood in context. Behaviour is often communication: pain, fear, overload, confusion, or feeling controlled. Good support starts with your own attitudes and values. Stay calm, respectful, and curious about triggers. Follow agreed ways of working, risk assessments, and behaviour support plans. Record what you observe and share concerns through the right reporting and referral routes, especially if you notice escalating risk, safeguarding concerns, or changes that suggest medical review is needed.

For example, in a care home lounge, a resident with ABI may become agitated when the TV is loud and multiple conversations are happening. Reducing sensory overload, offering a quieter space, and using short, clear sentences can prevent escalation. In supported living, you might notice a tenant repeatedly forgets to lock the door after smoking outside; a simple visual prompt and a consistent routine can be more effective than repeated telling-off.

As you work through the units, keep coming back to three practical questions: what has changed for this person, what helps them function at their best, and how can support be delivered safely and with dignity? You’ll probably recognise situations from your own setting as you explore the links on this page.

1. Understand the factors that impact on an individual with sensory loss

2. Understand the importance of effective communication for individuals with sensory loss

3. Understand the main causes and conditions of sensory loss

4. Know how to recognise when an individual may be experiencing sight and / or hearing loss and actions that may be taken

  • 4.1 Identify the indicators and signs of: a. sight loss b. hearing loss c. deafblindness
  • 4.2 Explain actions that should be taken if there are concerns about onset of sensory loss or changes in sensory status
  • 4.3 Identify sources of support for those who may be experiencing onset of sensory loss

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