Practical Activities and difficulties with Language/Comprehension

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.

Difficulties with language and comprehension can include a broad range of difficulties associated with processing the speed, detail or organisation of written or spoken information. People with language and comprehension difficulties may include those with dyslexia, those with hearing impairments who use British Sign Language (BSL) as their first language, overseas students with English as their second language or students with autistic spectrum disorders who use language literally and have difficulties with abstraction and ambiguous instruction.  

Certain practical activities require a high amount of oral communication such as a childcare course, whilst others may require far less, for example, art and design. If someone has language comprehension difficulties it is important for the teacher to discuss the specific difficulties with the student and agree what adaptations may be necessary. For example, someone with limited speech working in an ‘early years’ setting could well make good use of pictures and/or simple signage to communicate.

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