AHP 9 Support individuals with cognition or learning difficulties

1. Understand current legislation, national guidelines, policies, protocols and good practice related to supporting individuals with cognition or learning difficulties

• 1.1 Summarise the current legislation, national guidelines, policies, protocols and good practice guidelines that inform own role

2. Understand cognitive or learning difficulties

• 2.1 Identify the cognitive skills required for learning
• 2.2 Explain how global learning difficulties and specific learning difficulties affect learning
• 2.3 Explain how cognitive difficulties affect language development and communication
• 2.4 Explain the effects of learning difficulties on perception, memory and information processing
• 2.5 Describe the cognition or learning difficulties encountered in own practice and the implications on providing support for learning activities
• 2.6 Explain the importance of active learning for individuals with cognition or learning difficulties and how this can be promoted
• 2.7 Explain the potential effects of medication on individuals with cognition or learning difficulties

3. Be able to assist the therapist/supervisor to prepare learning activities

3.1 Obtain information about the individual’s cognition or learning needs and the planned learning activities

3.2 Work with the therapist/supervisor to identify approaches to enable and motivate the individual to develop learning strategies

3.3 Obtain and use suitable equipment and materials to support the individual’s learning needs

3.4 Adapt teaching and learning materials at the direction of the therapist/supervisor to suit the individual’s learning needs

3.5 Describe modifications to learning activities that can be made to improve an individual’s progress

4. Be able to support individuals with learning activities

4.1 Support, encourage, praise and reassure the individual to help them with learning activities

4.2 Follow instructions using agreed methods of communication.

4.3 Provide information, advice and opportunities to enable and encourage the individual to decide on own learning

4.4 Monitor the individual’s responses to learning activities and use appropriate strategies to improve achievement

4.5 Use a range of methods to help the individual understand the environment and the use of objects

4.6 Sequence and structure learning activities and the environment as directed by the therapist/supervisor so the individual develops: • organisational skills • information processing skills • problem-solving skills

4.7 Explain the use of educational/behaviour support plans

5. Be able to assist in reviewing learning

5.1 Feedback to the therapist/supervisor on the individual’s learning achievements and any problems encountered

5.2 Help individuals to review their achievements and plan for future learning

5.3 Record and report in line with agreed ways of working