Numeracy Related Activities and difficulties with Cognition

Remember, disability is a highly individualised experience. People with the same disability may have very different capabilities and/or needs, so it is always best to discuss any adaptations to practice, the environment or equipment directly with the disabled person themselves rather than making assumptions about what adjustments may be suitable.

People with Learning Disabilities, for example those with Down’s Syndrome generally have a lower than average IQ and their thinking processes may be slower than others. It should not be assumed that all people with cognitive difficulties will not be able to learn to read, though the level of reading and degree of comprehension will probably be comparatively lower than their non disabled peers.

Students with cognitive difficulties will need to be given more time to complete written tasks, and the tasks themselves need to be expressed using clear and simple language. Listening may also be affected and the teacher should use a range of techniques to reinforce the message/instruction that they are trying to get across. For example, they could use simple diagrams or charts with pictures/images to reinforce textual information.

Effective communication within the group is critical to its successful operation, and the language used should be pitched at an appropriate level so that everyone has a clear understanding of the discussion. It would be helpful if the person with cognitive difficulties could be assigned a buddy, someone who could check their understanding of the discussion and who would help them to stay on track with their allocated tasks.

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