Cognitive Disabilities

Adaptive Level One E-Learning Understanding Disabilities Cognitive Disabilities

For students with cognitive disabilities, focus on:

Maintaining some routine.
Keep it simple both in language and number of instructions.
Tend toward visual learning.
Expect and reinforce behaviour that is appropriate for your student’s age.
Ask the student as much as possible but involve their caregiver when needed.

Questions in Context

When asking questions put the question in the context of why you need to know the information. This builds trust and helps the guest to understand what to tell you. For example…

I’ve got a few questions to ask to help make the lesson as successful/fun as possible… (then go on to use the Communication, Behaviours, Motivations, Triggers model).

(If there’s a caregiver) Before we leave can I get your phone number in case I need to get in touch?

The definition and range of cognitive disability is broad. Persons with cognitive disabilities may have difficulty with various types of mental tasks either from disorders, birth, disease or injury.

Cognition refers to a range of high-level brain functions including the ability to learn and remember information; organise, plan and problem solve; focus, maintain and shift attention as necessary; understand and use language; accurately perceive the environment (physical or social); and perform calculations.

Here are some common cognitive disabilities you should be aware of as an Adaptive Instructor…

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a recognised neurological condition affecting a person’s attention, activity and impulsiveness. There are 3 main sub groups so the behaviours represented will differ. ADHD does not affect intellect although acquiring skills can take longer as it can affect maturity.

Predominantly inattentive – difficulty paying attention and focusing, easily distracted with a short attention span, forgets instructions, may not listen, may daydream a lot. Can sometimes also be slightly hyperactive and impulsive

Predominantly hyperactive/impulsive – always moving, restless and fidgety, trouble switching off, trouble waiting, often acts without thinking, interrupts or blurts out answers/secrets, loses control of emotions, may have little or no sense of danger. May also be inattentive but to a lesser degree.

Combined – where all 3 behaviours are presented equally.

People with ADHD are also often energetic, enthusiastic, creative, intuitive, and sensitive. All attributes that can be harnessed positively. Children with ADHD can be said to do all the things that children generally do, just louder for longer and with greater impact.

Considerations: Keep calm almost boring, give praise and responsibility, change tasks regularly, set up and regularly revisit a structure for the lesson.

Autistic Spectrum Disorder (ASD)

People on the autistic spectrum typically have challenges with social communication and interaction, repetitive behaviour and routines, high or low sensory sensitivity, highly focused interests.

These challenges are often exacerbated by the social and physical environment and therefore being aware of and adapting the environment in small ways can have a huge impact on difficulties a person may face.

There are a huge variety of ways in which these characteristics are present and every individual is unique.

Considerations: Set up or learn their routine and follow it, use visual tools in your teaching, use student’s interest (if they have something particular) as a basis for your lesson, understand that language is almost always understood in a literal sense, be aware of where your student is at all times when riding in case they get distracted by something and ride off, observe signs of anxiety and reduce this where possible (increased stimming can signal anxiety).

Developmental Delay / Global Developmental Delay

A general term that is used to describe when a child’s development is slower than that of other children of the same age, particularly when the cause is not clear. If can affect any area of development including gross and fine motor skills, speech, language, cognition, social and emotional skills.

Considerations: Check for understanding by asking open questions, keep it simple, with single step instructions and allow time for understanding and processing of information, don’t expect coordination or understanding to match the physical age of the student, set up simple routines.

Down's Syndrome

Down’s syndrome is a life long condition that causes delays in learning and acquiring skills, and delays in development. It may also affect behaviours making it more difficult to control impulses and manage emotions to varying degrees. Although there are common characteristics any individual will have a unique mix of these and will therefore have a unique abilities, appearance and personalities.

People with Down’s Syndrome may have low muscle tone and loose joints. Vision and hearing can also be affected. About 1 in 10 people with Down’s Syndrome have another cognitive disability such as ADHD or Autistic Spectrum disorder.

Considerations: Avoid lifting using arms or putting pressure on joints as these may be loose, may have a latex allergy (latex is sometimes used in sticking plaster and medical gloves), only accept age appropriate behaviour if emotional extremes such as anger or passion are shown, set up simple routines and keep communication simple.

Dyspraxia or Developmental Coordination Disorder (DCD)

A neurological impairment that affects coordination of gross and fine motor skills. DCD can also affect processing of information and the senses. As a result people with DCD can be slower to learn new skills and may have difficulty expressing what they are learning. People with DCD have normal intelligence.

Considerations: Break tasks down to simplify, give single instructions, don’t necessarily assume instructions are understood, allow more time to achieve tasks, acknowledge effort.

Fragile X Syndrome

Effects can range from learning disabilities to more severe cognitive/intellectual disabilities. Can exhibit autistic spectrum like behaviours, speech, language, and processing delays.

Considerations: May exhibit a combination of developmental delay and ASD traits so adapt accordingly.

Previous Topic

Back to Module

Next Topic