Difficulties with Cognition

Difficulties with Cognition - adjustments to practice 

Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging, and problem solving.

Social Cognition:

• ability to succeed in social relationships;
• ability to work effectively as member of a team and/or work in groups;
• ability to cope effectively with peer pressure;
• ability to accept and work with diverse groups.

Higher Order Cognition:

• ability to understand and implement the steps necessary to solve problems;
• awareness of preferred cognitive style;
• ability to use learning/skills in new situations;
• ability to think creatively.

Cognitive style differences:

Everyone has their own particular way of working and thinking. Organisations have set procedures - some are inflexible!

People with Learning Disabilities may approach tasks in a different way because of their difficulties. Teachers and trainers, and systems, may sometimes enforce just one way of doing things. Teachers and trainers may make inappropriate judgements about someone who is carrying out tasks in a style different than their own. Part of a teacher or trainer’s skill is in understanding that people learn in different ways and at different speeds, and being able to accommodate their needs in a way that guarantees success and enjoyment in every lesson.

Different preferences:

• some prefer to be told how to do a task;
• some prefer to be shown how to do it;
• some prefer a hands-on approach;
• some prefer a combination of all three.

Cognitive differences - effects:

• Taking too long over assignments and tasks;
• Inability to complete tasks on time;
• Doing things differently;
• Becoming stressed;
• Taking time off;
• Possible conflict with peers/colleagues;
• Poor reports;
• Frustrations for the individual and/or teacher/trainer;
• Poor behaviour;
• Sickness;
• Poor quality of work;
• Dissatisfaction;
• Skills being under-recognised/utilised.

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Cognitive differences - adjustments to practice

These strategies are suggestions for inclusive teaching and training. This list should not be considered exhaustive and it is important to remember that all learners are individuals, and good practice for one person may not necessarily be good practice for another. If you have any good practice that you would like to add to this list, please email your suggestions to qatrain2@worc.ac.uk.

Environmental Factors

• Provide a quiet area - some people may need some down time each day, to relax and process the information quietly.

Learning Resources

• Use models or templates.
• Explore the use of technology to compensate for the disability e.g. the use of a laptop.
• Produce course materials in plain English, using visual clues such as graphics to accompany texts.
• Convey information in more than one way e.g. verbally and in writing.
• When creating presentations, ideally use no less that size 14 font - sans serif, and no more than 6 items of information per slide.

Course Delivery

• Divide tasks into small chunks.
• Think of different ways that tasks can be tackled.
• Prioritise tasks.
• Change teaching style e.g. give demonstrations, not just verbal accounts/descriptions.
• Don't assume understanding - devise strategies for checking.
• Build in flexibility of approaches/formats for assignments/tasks.
• Explain tasks clearly and unambiguously. Check the learner's understanding of the task by asking them to explain it back to you in stages where necessary.
• If they have an obvious difficulty with concentration, plan short learning activities that are relevant and enjoyable for them and be prepared to vary activities as frequently as required.
• Allow learners extra time to formulate responses.
• Allocate time to prepare learners for changes of routine e.g. deadlines, exam times etc.

General Guidance

• Recognise that students have their own particular styles/way of working.
• Be flexible.
• Treat learners as adults and as individuals. Don't be patronising or make assumptions about what the learner knows and what the learner can do.
• Try to ascertain the learners' interests and motivation and build on this. If learning is difficult the learner will not want to dedicate time to tasks that appear irrelevant to their purpose.
• Try to find out what has worked and what has failed in their past learning experiences - there is no point in repeating strategies that clearly do not work.
• Where learners are having difficulties in retaining information, work with them to develop their own strategies for remembering things and check that they use these strategies.
• Encourage learners to ask for help. Show that it is acceptable and is not a sign of failure.
• Be careful not to be too directive - some people, particularly those with learning disabilities, may be likely to say what they think you want to hear.
• Encourage learners to take responsibility for their own learning.
• Allow the learner to take frequent breaks if necessary.

Assessment

Adjustments for Assessments taken under Examination Conditions

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