What are the effects and signs?
The most obvious manifestation of learning disability is low performance in all intellectual tasks including learning, short term memory, the use of concepts and problem solving.
Specific abnormalities may lead to particular cognitive difficulties. These cognitive difficulties may result in problems with daily living tasks e.g. poor visuo-spatial skills may impact on dressing and feeding; poor problem solving skills may lead to planning difficulties around daily activities and communication difficulties can result in frustration leading to the development of challenging behaviours.
In relation to mobility, parents may advise that their child exhibits severe behavioural problems including a refusal or reluctance to walk or may even require physical restraint outdoors. In such cases, third party evidence from an independent source must be sought to corroborate these claimed needs.
| Mild Learning Disability | Moderate Learning Disability |
|---|---|
| Children with mild learning disability (IQ 50-70) account for about 85% of children with learning disability. Usually their appearance is no different to typically developing children and any sensory or motor deficits are slight. Children in this group are generally slow to develop language abilities and social behaviour during the pre-school years but are generally socially competent by 5 years. They may be slow to acquire academic skills such as reading, writing and maths which can be supported by additional academic support. Children with mild learning disability may need additional support at transition points (primary to secondary school and school to employment) due to the increased demands this places on them. Children with mild learning disability (without other problems) are likely to be educated within mainstream schools and any additional need is usually met within the school via an individual educational plan. In adult life, most people with mild learning disability can live independently in ordinary surroundings, though they may need help in coping with family responsibilities, housing and employment, or when under unusual stress. |
Children with moderate learning disability (IQ 35-49) account for about 10% of children with learning disability. Most have better receptive than expressive language skills, which can be a cause of frustration and may lead to behavioural disorder. Their speech is usually relatively simple and better understood by people who know the child well. Children may use simplified signing systems to support their verbal communication. Skills of daily living such as dressing, feeding and attention to hygiene are usually acquired over time but may require additional support to learn although extended activities of daily living such as use of money and road sense generally require support. Similarly these children and young people usually need supported employment and supported education in adult life. Children with moderate to severe learning disability are likely to need significantly more input within educational settings. This may (less commonly) be within a mainstream school with significant funded additional support via a statement of special educational needs, or may be in a specialist unit attached to a mainstream school. Often children attend specialist schools which are able to teach skills for daily living as well as more formal education and provide support appropriate to the child’s developmental rather than chronological age, e.g. transport to and from school, supervision and security, toileting etc. |
| Severe Learning Disability | Profound Learning Disability |
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Children with severe learning disability (IQ 20-34) account for about 3-4% of children with learning disability. Many children and young people with severe learning disability need support in self care. They may use simple verbal communication which may be supported by communication aids (e.g. signs and symbols). Some children and young people may not use spoken language but may communicate through gesture, body language or through their behaviour. Given their difficulties, these children and young people need support, supervision and structure in order to reach their potential. Children with severe learning disability may have toileting difficulties, either being incontinent or requiring adult support for toileting. They may have some motor difficulties but most are able to walk without difficulty although they would need support in the community due to concerns about safety. 22% of people with severe learning disability may show severe difficulties with behaviour. 80% of children with severe learning disability will have difficulties with sleep (this is true for sleep across the range of disabilities.) In relation to educational support, most children will be educated within specialist schools although some may be supported within a mainstream school via a statement of special educational needs, or may be in a specialist unit attached to a mainstream school. |
Children with profound learning disability (IQ below 20) account for 1-2% of children with learning disability. Children and young people with profound learning disability often have disabilities in relation to their general development. They generally have associated difficulties with their physical development resulting in significant mobility difficulties. These children and young people will require adult support for all activities of daily living including feeding, toileting, dressing, movement and socialising. They may also have associated sensory impairment. These children and young people are unlikely to use spoken communication to express their needs but may vocalise to indicate preferences. Their communication is likely to be understood only by those who know them very well. |
