OUTCOME 1: Understand factors which influence learning

1.2 Review the impact of different cognitive, physical and sensory abilities on learning:

Cognitive learning disabilities affect an individual’s capacity to learn and process information which
might create barriers in students’ learning hence having negative impact on their ability to learn. For
example, learners with dyslexia might be slow in reading, have poor spelling and interpreting abilities
etc. They may even face problems in following oral instructions or have poor sense of time and
direction (Buttriss and Callander, 2008). Such learners might become frustrated and irritated by not
being able to learn things as quickly as their peers. Therefore, in order to minimize the negative
impact of such cognitive disabilities on learners, SEND Code of Practice (2015) instructs teachers to
meet the individual needs of learners through personalized and differentiated resources that make best
use of their strengths. This will have appositive impact on learners’ ability to learn, hence, enabling
them to succeed both in educational and in societal terms.

Physical disabilities can have different impacts on learners and their ability to learn. For example,
Spinal Cord Injury affects learner’s ability to walk and other body functions such as respiratory
systems, bladder function etc. Such students find it difficult to perform practical tasks independently
and require additional support in classrooms. Cerebral Palsy causes difficulty with movement and
posture, therefore, learners find it hard to remain in a same stance for a longer period of time and
require short breaks between the lessons so that they can relax. Inclusive Schooling Policy (2001)
dictates schools to take steps to ensure an enabling and free of discrimination learning environment
for disabled learners, increasing their participation in curriculum. Planning strategically to improve
the physical environment of schools to make learning accessible for disabled learners through support
in terms of stairs, lift, railings, seating plans etc. can positively impact learners’ ability to learn.

Sensory disability, such as disability of hearing, vision, speech etc., create a barrier for learners to
perform daily tasks normally hence having negative impact on their ability to learn. For example,
visually impaired learners find it problematic to process written information and perform practical
tasks without assistance, therefore, they take more time to process information and finish the given
task (Dutta, 2014). Differentiated resources such as audible lectures, speech software, electronic note
taking devices, additional support etc. can be provided to support them in classroom henceforth,
positively affecting their performance. Students should be encouraged to discuss about their specific
learning needs so that varied and flexible teaching approaches along with practical techniques,
different learning styles, presentations, assessment tools could be used to engage these learner. These
actions lead to a pre-emptive and interactive learning environment where learners get to work
independently, identify their strengths and work around their weaknesses.

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 REFERENCES
PRESCRIBED TEXT:

1. 2020 Vision; Report of the Teaching and Learning in 2020 Review Group (2007). SCCD
Electronic Library.
2. Buttriss, J. and Callander, A. (2008) A-Z of Special Needs for Every Teacher. 2nd ed. Optimus
Publications. Cambridge, UK. Class Notes 2017.
3. Charles, C. and Senter, G. (2005) Building classroom discipline. 8th ed. Boston: Pearson/A & B,
p.40. Class Notes 2017.
4. DfES (2001) Inclusive Schooling: Children with Special Education Needs. SCCD Electronic
Library.
5. DfES (2004) Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 4:
Lesson design for inclusion. SCCD Electronic Library.
6. Dutta, R. (2014) A case for inclusion: visually impaired learners. SEN Magazine, London,
England. Class Notes 2017.
7. Embedding Equality and Promoting Diversity, Class notes 2017. SCCD Electronic Library.
8. Equality and diversity checklist, Class Notes 2017. SCCD Electronic Library.
9. Every Child Matters 2003. SCCD Electronic Library.
10. Equality Act 2010, Departmental advice for school leaders, school staff and governing bodies in
maintained schools and academies. SCCD Electronic Library.
11. Holland, K. (2011) Factsheet: Learning Disabilities. Class Notes 2017.
12. Inclusive teaching in mathematics (2008) The National Strategies | Secondary. The Framework
for secondary mathematics. National Strategy, UK. Class Notes 2017.
13. The National Curriculum in England; Framework document 2014.
14. Special Educational Needs & Disability Act 2001, Ch 10.
15. SEND code of practice: 0 to 25 years 2015. SCCD Electronic Library.

BOOKS:

16. Gravells, A. (2012). Preparing to Teach in the Lifelong Learning Sector. 5th ed. SAGE.
17. Keeley-Browne, L. (2007). Training to Teach in the Learning and Skills Sector: From Threshold
Award to QTLS. 1st ed. Pearson Education.
18. Reece, I. and Walker, S. (2007). Teaching, Training and Learning: A Practical Guide. 6th ed.
Business Education.

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WEBSITES:

19. DfE (2011) Teachers’ Standards Guidance for school leaders, school staff and governing bodies.
Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
301107/Teachers__Standards.pdf [Accessed: 27th February 2017].
20. DfE (2014) Health and safety: advice on legal duties and powers for local authorities, school
leaders, school staff and governing bodies 2014. Available from:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/
Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf
[Accessed: 8th March 2017].
21. DfE (2016) Behaviour and discipline in schools Advice for headteachers and school staff, 2016.
Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
488034/Behaviour_and_Discipline_in_Schools_-
_A_guide_for_headteachers_and_School_Staff.pdf [Accessed: 8th March 2017].
22. Equality Act 2010 and School 2014. Available from:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/
Equality_Act_Advice_Final.pdf [Accessed: 28th January 2017].
23. UNESCO (2015) Embracing diversity: Toolkit for creating inclusive, learning-friendly
environments; 2014. Available from: http://unesdoc.unesco.org/images/0013/001375/137522e.pdf
[Accessed: 18th January 2017].