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Cognitive Ability and Learning Differences

Every child learns and develops at their own pace. Some children may find certain aspects of learning more challenging than others. These differences in how a child thinks, processes information, or learns new skills can be linked to cognitive ability and may fall under a range of needs, including specific learning difficulties (SpLDs) or broader learning difficulties.

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This section explains why these differences may occur, what they might look like in everyday life, and how parents and carers can support their child.

     General or moderate learning difficulties

Some children may have a broader difficulty with learning that impacts several areas. This may be related to:

  • Developmental delay in early years
  • Genetic or chromosomal differences
  • Prematurity or early medical complications
  • Sensory difficulties that impact access to learning
  • Environmental factors such as disrupted early experiences

·       These difficulties can affect thinking skills, memory, problem‑solving, and processing speed.

     General or moderate learning difficulties

Some children may have a broader difficulty with learning that impacts several areas. This may be related to:

  • Developmental delay in early years
  • Genetic or chromosomal differences
  • Prematurity or early medical complications
  • Sensory difficulties that impact access to learning
  • Environmental factors such as disrupted early experiences

·       These difficulties can affect thinking skills, memory, problem‑solving, and processing speed.

SpLDs affect particular areas of learning rather than overall intelligence.

Examples include:

  • Dyslexia – affects reading, spelling, and phonological processing
  • Dyscalculia – affects number sense and mathematical understanding
  • Dyspraxia / DCD – affects motor skills, planning, and organisation
  • Dysgraphia – affects handwriting and written expression

A child may have one SpLD or a combination.

 

SpLDs affect particular areas of learning rather than overall intelligence.

Examples include:

  • Dyslexia – affects reading, spelling, and phonological processing
  • Dyscalculia – affects number sense and mathematical understanding
  • Dyspraxia / DCD – affects motor skills, planning, and organisation
  • Dysgraphia – affects handwriting and written expression

A child may have one SpLD or a combination.

 

Build confidence and self‑esteem

  • Praise effort rather than achievement
  • Celebrate your child’s strengths, such as creativity or problem‑solving
  • Encourage interests that help them shine

Support learning at home

  • Break tasks into smaller steps
  • Offer extra time and repeat instructions calmly
  • Use visuals, examples, or hands‑on materials
  • Read together regularly, making it fun and pressure‑free

Work with your child’s school

  • Share concerns early with teachers or SENCO
  • Ask about assessments or screening for SpLDs
  • Discuss classroom strategies (e.g., writing frames, coloured overlays, access arrangements)
  • Ensure adjustments are part of the school’s SEN support plan or EHCP if required

·    Create a supportive environment

  • Establish a predictable routine for homework
  • Provide a quiet area for focused tasks
  • Allow movement breaks or sensory tools if helpful

Build confidence and self‑esteem

  • Praise effort rather than achievement
  • Celebrate your child’s strengths, such as creativity or problem‑solving
  • Encourage interests that help them shine

Support learning at home

  • Break tasks into smaller steps
  • Offer extra time and repeat instructions calmly
  • Use visuals, examples, or hands‑on materials
  • Read together regularly, making it fun and pressure‑free

Work with your child’s school

  • Share concerns early with teachers or SENCO
  • Ask about assessments or screening for SpLDs
  • Discuss classroom strategies (e.g., writing frames, coloured overlays, access arrangements)
  • Ensure adjustments are part of the school’s SEN support plan or EHCP if required

·    Create a supportive environment

  • Establish a predictable routine for homework
  • Provide a quiet area for focused tasks
  • Allow movement breaks or sensory tools if helpful