This term is used here to describe all those with a below average IQ; that is, an IQ below 70. Also, someone’s all round development might be delayed. As a result s/he may be emotionally or socially immature and have problems with fine and gross motor skills too. Generally speaking s/he is a slow learner.

Some characteristics or indicators of cognitive difficulties

• Slowness in picking up new ideas
• Slowness in learning to read and a tendency to read ‘parrot fashion’
• Slowness to establish number concepts
• Inability to remember new skills without constant reinforcement and repetition
• Difficulty absorbing abstract ideas
• Short attention span
• Poor concentration
• Immature speech and coupled with a limited vocabulary
• A tendency to give one word answers
• Difficulty remembering what s/he has seen or heard
• Responds best to a practical learning style
• A tendency to mix with younger people rather than peer group

Approaches to consider

Learner can begin to experience a considerable sense of failure. Their confidence and self-esteem may be low. Responses that may affect learning  may include reluctance to try or fear of trying anything new – this through presuming s/he will fail; the use of deflection strategies which attempt to hide what s/he cannot do; frustration and anger.

These learners may generally have difficulties with memory and retaining information; conceptualising and understanding abstract concepts; sequencing, concentrating and transferring skills: Therefore,

• Treat learners as individuals
• Choose practical activities
• Try to ascertain the learner’s interests and motivation then build on this. If learning is difficult the learner will not want to waste time on tasks that appear irrelevant to her/his purpose
• Try finding out what has worked and what has failed during past learning experiences – there is no point repeating strategies that clearly do not work
• Try addressing any emotional barriers, as effective learning cannot take place when thinking is inhibited
• Explain tasks clearly and unambiguously. Check the learner’s understanding of the task by asking her or him to explain it back to you – in stages where necessary
• Where learners are having difficulty retaining information or techniques, work with them to develop their own strategies, and, check later that they are use these strategies
• If s/he has an obvious difficulty with concentration, plan short learning activities that are relevant and enjoyable and, be prepared to vary activities as frequently as required
• Pace and stage input/interaction in short chunks. Avoid over teaching
• Encourage the learner to ask for assistance. Show that it is acceptable and not a sign of failure
• Avoid being to directive – some people with learning difficulties are inclined to say what they think you want to hear
• Be aware of the language you use, including body language and change where necessary
• Encourage the learner to take responsibility for her or his own learning