Learning

Lots of children and young people have difficulties with learning, but there are lots of things that can be tried and put in place to help.

These strategies are likely to be helpful for all children who struggle to grasp different aspects of learning and it’s always worth trying out some things to see what works for your child, even if you are waiting to be seen by CAMHS.

Provide an effective means of communication

Give regular opportunities for communicating needs; as well as general chats.
Provide strategies for doing so which suit the person such as symbols, pictures or sign.
Be patient, check out, but don’t assume

Reasons
Being able to communicate needs and have meaningful interactions with others reduces frustrations and increases well-being. People with Intellectual Disabilities - maybe stay clear of the diagnostic term and stick with “difficulties learning” may have lost confidence to communicate after bad experiences.

Example
Having a chat about their day over tea. Using pictures and sharing items related to the day. Ensure everyone supporting the child understands their means of communication

Use clear communication

Where possible use short, concrete sentences and use visual supports and environmental cues.

Reasons
To ensure messages have been understood and prevent frustration.

Example
Give instructions one at a time. Visual cues such as getting someone’s shoes when it is time to go out.

Predictable routines

Generally doing things in the same way and in the same order.
Having a good structure to the day including built in breaks and enjoyable activities as well as more challenging activities.

Reasons
This will help to reduce anxiety, know what is expected and pick up on learning faster. Building in breaks and fun stops the build-up of stress and improves emotional well-being.

Example
Use visual timetables and stories to support expectations. Prepare where possible for changes in routine

Clear rules & expectations

Avoid abstract concepts and instead state exactly what you want the person to do.

Reasons
All young people can be supported to learn positive behaviour. People with an Intellectual disability may struggle to understand implied meaning or to think what positive behaviour is expected if not directly told.

Example
Positive phrasing such as “Sit on your seat” instead of “Stop messing about”. Model behaviour and show what to do if possible.

Give choices

Provide opportunities for choice in everyday life.
Do this at a level appropriate to a person’s ability; don’t overwhelm with too many options and support visually.
Where a person does not understand the concept of choosing, pay close attention to their reactions to understand their preferences (still introduce new experiences).
Assume capacity to choose unless proven otherwise.

Reasons
Gives a sense of control and autonomy. Preferences may change so assumptions can be frustrating.

Example
Choices regarding clothing, food, who to work and play with, how to do an activity. Show the object/activity directly or use pictures where this is not possible. Be careful that the person is making a choice rather than just saying the last option - vary the order in which you give choices.

Support learning step by step

Provide opportunities for choice in everyday life.
Do this at a level appropriate to a person’s ability; don’t overwhelm with too many options and support visually.
Where a person does not understand the concept of choosing, pay close attention to their reactions to understand their preferences (still introduce new experiences).
Assume capacity to choose unless proven otherwise.

Reasons
Gives a sense of control and autonomy. Preferences may change so assumptions can be frustrating.

Repeat learning opportunities

Consider how to generalise.

Reasons
Learning is likely to take longer and the person may need help to transfer learning into different situations.

Example
Practising buying food in shops starting with a small list and building up to a bigger list in different places.

Encourage strengths, interests and abilities

Reasons
Ensures a person is not defined by their needs. Promotes good strong self-esteem and positive wellbeing.

Example
Schedule in regular times for preferred activities. Provide new opportunities for activities and skills that the person may be good at and enjoy.

Provide motivation and reward

Ensure this is something the child likes rather than fitting in with more general reward systems.
More immediate rewards help to motivate and are easier to learn from.

Reasons
We all need to think that we are getting something back. Some activities can be more challenging for people with an Intellectual disability and more motivation may be needed. They may struggle to hold in mind longer term or abstract rewards such as “you will be successful when you are older”.

Example
Use praise as well as tangible rewards (e.g. stickers, prizes, time doing an activity). Be specific about what the person needs to do to get a reward (e.g. after answering 10 questions they can have a sticker) and what the person has done well (e.g. kept quiet whilst the teacher was talking, rather than ‘being good’).

Try to understand difficult behaviour

Consider what might be triggering the behaviour (internal & external) or what results might be making it more likely to occur.

Reason
There is always a reason for challenging behaviour but sometimes we may not immediately understand it.

Example
Look for patterns and ideas for helping using ‘STAR’ monitoring charts to look at the Setting, Triggers Actions (details of the behaviour) and Results of the behaviour.

What can I do next?

Have you looked at the relevant information and advice on our webpage?

Have you tried some of the strategies above consistently without any significant change or improvement?

Have you accessed support from the suggested Apps, websites and organisations listed on our resources page?

Have you discussed your concerns and had support from school, school nurse, GP, parenting support group?

If you have, it might be time to speak to someone about a possible referral to CAMHS.