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