Training materials for teachers of learners with severe, profound and complex learning difficulties

Professional involvement with a child with CLDD could initially be from either a medical or social level.

Medical problems might be visually apparent from birth. The first indications of complex learning difficulties and disabilities can be evident before a child reaches school age.

Social impairments may be observed preschool. Conditions such as autism can become evident as a child deviates from expected social developmental pathways. Occasionally problems become evident as a child starts school. Illness can complicate or compound difficulties at any age.

Physical injury that leads to brain damage can affect development. Severe physical damage can cause motor problems preventing learning and development.

Think of some children you know who have difficulties and write a list of when and where these problems were identified and how confirmation was made. Were there social or medical symptoms or a combination?

Often parents and family are the people who are concerned at first. Parents can very soon become expert in observations and start searching for answers. The internet has opened up a means for the non-expert to learn from experts, however there are problems involved with this line of inquiry.

What do you think the difficulties might be?

Children may have evident health problems from birth which are identified by doctors in hospital or health workers visiting homes. Referral to various services can be early as diagnoses are made of disabilities which manifest in physical differences or anomalies. Some of the more evident symptoms of congenital differences such as Down Syndrome and spina bifida can be observed from birth.

Other congenital problems such as heart defects can be discovered sometimes long after birth when indicative symptoms manifest in inabilities of the child to reach expected milestones both physically and mentally.

Some problems such as Foetal Alcohol Syndrome may be acquired in the womb and others during birth. Premature delivery can result in physical injury. Accidents can lead to acquired conditions such as head traumas or seriously broken limbs requiring continuing orthopaedic assistance. Regular hospital assessments may follow.

Sometimes medical conditions such as ADHD, not apparent at birth, are revealed through social observations. Poor performance socially, in behaviour and in achievement, can trigger medical investigation at preschool and school ages.

Whether the symptoms are of medical or social origin, it is now better recognised that a range of professionals from medical and social backgrounds are required to work together. The systems of collaboration will be discussed later.

What starts as a medical problem can become a social problem and vice versa, so the support needs to work in both directions. Consider the medical and social professionals needed by a child you know. Which came first?

Have you observed behaviours which have led to diagnoses of conditions? What are the most common indicators you have observed and followed up? How did you share your concerns?

Early identification and diagnoses are key to securing effective intervention. Evidence-based inquiry shows the benefits of early identification and intervention. Medical intervention gives the child the best opportunities to be mobile and cope with their conditions.

The following Health Observatory report provides a comprehensive overview of the health needs experienced by people with learning disabilities.

• Critically reflect on the children and young people that you are involved with.
• Develop a mind map of each class and the range of health needs experienced by the children.
• Identify the implications of the health needs on the school and the education workforce.