2.5 Describe the cognition or learning difficulties encountered in own practice and the implications on providing support for learning activities

This guide will help you answer 2.5 Describe the cognition or learning difficulties encountered in own practice and the implications on providing support for learning activities.

In health and social care, cognition relates to a person’s ability to think, reason, remember and process information. Learning difficulties involve problems that affect the way a person understands new information and develops skills. These can affect both children and adults. They can be mild, moderate or severe.

These conditions influence how activities need to be planned and delivered. They may require changes to the environment, materials or support methods.

Common conditions encountered include:

• Dementia
• Autism spectrum conditions
• Dyslexia
• Global developmental delay
• Attention deficit hyperactivity disorder (ADHD)
• Learning disabilities such as Down’s syndrome

Each condition presents different challenges when participating in structured learning activities.

Dementia

Dementia affects memory, thinking speed, language, understanding and judgement. In my work, I have supported older adults who struggle to process instructions or recall earlier parts of a task.

Key difficulties include:

• Short term memory loss
• Confusion about time, place or sequence of tasks
• Difficulty following multi-step instructions
• Loss of attention after a few minutes
• Anxiety or frustration when unable to recall information

The implications for learning activities are significant. Tasks may need to be broken down into simple steps. Visual prompts, such as picture cards or step-by-step diagrams, can help guide progress. Repetition is often needed to reinforce understanding. Sessions may be shorter to match attention span. Encouragement and positive reinforcement support confidence.

Autism Spectrum Conditions

Autism affects communication, social interaction, sensory processing and flexible thinking. Individuals may have strong skills in certain areas but find new or unfamiliar learning tasks challenging.

Common difficulties include:

• Trouble understanding abstract ideas
• Preference for routines and predictability
• Sensory sensitivities that make some environments uncomfortable
• Difficulty interpreting verbal instructions without visual support
• Challenges in group activities due to social anxiety

To support learning, I adapt activities to match preferences and strengths. Clear visual schedules help the person know what to expect next. Language is kept simple and direct. Tasks may include items or topics linked to the person’s interests to hold attention. Choices are offered, but not too many at once.

Dyslexia

Dyslexia primarily affects reading, writing and spelling. It is not linked to intelligence, but it does make processing written information slower and more challenging.

In practice, I have supported learners who struggle to read activity instructions or extract meaning from text. This limits participation in tasks that depend on written materials.

Adjustments can include:

• Reading instructions aloud
• Using coloured overlays to reduce visual stress
• Providing audio versions of written materials
• Allowing more time to complete reading-related activities
• Encouraging use of speech-to-text software

This ensures the person can engage with the learning content without being held back by the reading barriers.

Global Developmental Delay

Global developmental delay occurs in young children who are behind in two or more areas of development. These areas include speech, motor skills, social interaction and problem-solving.

Within learning activities, children with global delay may:

• Have shorter attention spans
• Struggle to follow instructions
• Need guidance with fine motor tasks like writing or cutting
• Show limited expressive language

Support includes breaking down tasks into smaller, manageable actions. Hands-on, sensory-based activities such as tactile games or visual puzzles encourage engagement and understanding. Praise is given for small achievements to maintain motivation.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD affects concentration, impulse control and activity levels. Learners may find it hard to remain seated or focused during activities. They may act quickly without fully processing instructions.

Learning support often involves:

• Short, varied activities to maintain interest
• Clear, concise instructions repeated when needed
• Opportunities for movement between tasks
• Positive feedback to reinforce focus and effort
• Adjusting seating arrangements to minimise distractions

This makes the learning environment more suitable for the person’s needs and reduces frustration.

Learning Disabilities including Down’s Syndrome

Learning disabilities can range from mild to severe and may affect intellectual development, communication and everyday skills. Down’s syndrome is one example, where individuals may have lower muscle tone, slower information processing and speech delays.

Learning challenges can include:

• Needing more repetition to grasp concepts
• Difficulty remembering multiple instructions
• Preference for practical activities over written tasks
• Communication barriers that require picture symbols or sign language

Support focuses on adapting learning to match strengths. Activities are concrete, visual and interactive. Instructions are direct and demonstrated step-by-step. Achievements are celebrated to build confidence.

Implications for Support in Learning Activities

Cognition and learning difficulties mean that learning activities cannot be run in a one-size-fits-all way. These implications influence:

• Planning – Activities must be adapted to be meaningful and achievable for each person. This may involve breaking tasks into smaller actions or increasing repetition. Time limits should be realistic for the person’s pace.
• Communication – Verbal instructions may need to be supplemented with visual aids or demonstrations. Language should be clear, simple and without unnecessary detail.
• Environment – Distractions should be reduced. Lighting, sound and seating arrangements can affect concentration. Sensory sensitivities need to be considered.
• Equipment and materials – Use of adapted tools such as easy-grip pens or speech-to-text technology can enable participation. Printed materials should be clear, with appropriate font style and size.
• Emotional support – Frustration and lack of confidence can be barriers to learning. Encouragement, patience and recognition of effort are just as important as academic outcomes.

Practical Strategies Used in My Practice

Over time, I have found certain strategies helpful when supporting individuals with learning difficulties.

• Use visual timetables and picture cards to structure tasks
• Repeat instructions using the same words to aid memory
• Encourage active participation through hands-on materials
• Limit distractions and change seating if needed
• Offer short breaks to manage fatigue or frustration
• Assess progress during the activity to decide if changes need to be made
• Give immediate and specific praise for attempts and successes
• Work collaboratively with other professionals, such as speech and language therapists or occupational therapists

Recording and Reviewing Support

It is important to record the adaptations made during learning activities and review their effectiveness. This helps identify patterns in what works well. It also helps when sharing information with colleagues or family members involved in the person’s support.

Records might include:

• The type of adaptation made
• The person’s response
• Any observed changes in engagement or skill development
• Recommendations for future activities

This feedback loop helps improve support over time.

Collaboration with Wider Support Networks

Many individuals with cognition and learning difficulties receive support from health specialists, therapists and educators. Working closely with these professionals allows care staff to share insights about learning challenges observed during everyday activities.

For example, an occupational therapist may suggest specific sensory activities to improve concentration. A speech and language therapist might provide picture symbols to aid communication during a task. This coordinated approach helps the person progress.

Training and Development for Staff

Supporting individuals with learning difficulties requires ongoing training. Understanding conditions, behaviours and strategies builds confidence for the support worker. Training topics can include:

• Communication skills for non-verbal individuals
• Recognising signs of distress or sensory overload
• Adjusting materials for different learning levels
• Positive behaviour approaches
• Inclusive learning techniques

Regular training sessions keep staff updated and allow sharing of effective methods among the team.

Building Trust and Rapport

Trust between the worker and the person is key to successful learning. Many individuals have experienced frustration in past learning situations. Consistent, respectful interaction helps reduce anxiety and encourages participation.

Simple approaches that build trust include greeting the person by name, using a calm tone, listening carefully, and never rushing through activities. Patience shows that the person’s pace is respected.

Measuring Success

Success in learning activities for individuals with cognition and learning difficulties can look different from standard academic progress. It may be shown through increased engagement, improved confidence or the ability to complete a step independently.

Celebrating small milestones is important. For example, a person with dementia being able to recall the next step in a task without prompting is a positive outcome.

Final Thoughts

Working with individuals who have cognition and learning difficulties requires flexibility, creativity and patience. Each person processes information in their own way. Learning activities must reflect that individuality.

Support methods may need to be adjusted regularly. What works one day may not work the next, so observation and adaptation are central to practice. When activities are designed to match strengths and needs, individuals can take part with a greater sense of achievement and enjoyment. This promotes both learning and wellbeing.