Specific learning difficulties
Specific learning difficulties affect particular areas of learning:
- Dyslexia — reading, spelling and written language
- Dyscalculia — number understanding and maths
- Dyspraxia / DCD — coordination, movement planning and practical tasks
- Dysgraphia — handwriting and written expression
A child may be very capable in some areas but struggle significantly in others.
Moderate learning difficulties (MLD)
A child with moderate learning difficulties may find many areas of learning harder than peers. They may need:
- Simplified instructions and more repetition
- Practical, visual and hands-on learning
- Small group work and extra adult support
- Smaller learning steps and more time
- Support with independence
- An adapted curriculum
They can make progress, but at a slower pace.
Severe learning disabilities (SLD)
A child or adult with a severe learning disability may need significant support with learning, communication, independence and daily life. They may need:
- Highly personalised teaching and specialist support
- Communication aids
- Personal care and health support
- Sensory support
- Life skills teaching
- Safety supervision and structured routines
- Joined-up support across home, school and community
Progress may be small and gradual, but every step matters.
Profound and multiple learning disabilities (PMLD)
A person with PMLD has complex needs that affect learning, communication, movement, health, sensory processing and daily care. They may need:
- Specialist education
- Personal care and medical support
- Physiotherapy, occupational therapy and speech and language therapy
- Specialist communication support
- Sensory-based learning
- Assistive technology
- High levels of adult support and multi-agency planning
Communication may be through facial expressions, body movements, sounds, eye gaze, breathing changes or responses to sensory experiences.
A person who does not speak is still communicating. Every person deserves dignity, choice, communication and meaningful connection.
Processing and memory
Many people with learning disabilities need longer to process information and may have working memory difficulties. They may pause before answering, ask the same question again, lose place in tasks or forget instructions.
Helpful support:
- Slow down and give one instruction at a time
- Use visuals, demonstrations and real objects
- Repeat calmly without frustration
- Allow thinking time
- Use checklists, picture prompts and visual routines
- Overlearning — practise the same skill many times
"I'll give you time to think."
Communication
People may communicate using speech, gestures, signs, symbols, photos, objects of reference, communication boards, AAC devices, eye gaze, sounds or behaviour.
Do: speak clearly, give time, watch body language, accept all communication methods, use visuals, offer choices.
Don't: talk over the person, rush responses, use babyish language with older children or adults, remove communication aids, ignore non-verbal communication.
Key message
Severity is a guide to support — never a measure of worth. With the right adjustments, every person can learn, grow and take part.