The Audience
LD Spectrum
- Mild Learning Disability
- Severe Learning Disability
- Profound Learning Disability
- Download a pdf of LD Spectrum chart (700k)
Health Warning!
The 'Valuing People agenda' in the UK and others internationally enshrine a move away, in thinking and service provision, from diagnostic models (such as this!) to a 'Person-Centred' philosophy which requires a properly differentiated approach accounting for every individual's capabilities, needs and aspirations. In reality each of these groups is more than a constituency in itself.
Prevalence statistics for the UK are estimated for 2005 from those (themselves approximate) set out in the 1999 in the Valuing People White Paper.
Mild Learning Disability
Moderate Learning Disability
MLD
- Individuals generally need additional support
- Incidence of sensory impairments above average
- Incidence of epilepsy above average
- Incidence of physical disabilities above average
Communication
- Many individuals need limited support in communication
- Some individuals have functional expressive language
- Some individuals have functional receptive language skills
- Frequently individuals may need support, additional cues or further explanation in unfamiliar contexts.
- A larger proportion of signers than general population
- A larger proportion of AAC users in this group
- Often communication confidence is low
Literacy
- Some individuals cannot access text without support
- Some individuals are functionally literate
- Accompanying text with images and animation will often assist when introducing new concepts and vocabulary
- Most individuals can access text rendered as audio where content is clear and vocabulary familiar
- For some individuals appropriate Assistive Technology may enable independent literacy
Information Technology
- Most individuals use standard access devices
- Most individuals may have basic keyboard navigation skills
- Many individuals use some features of mainstream applications and websites independently
- Many individuals are able to enter text with support
- AT removes some of the barriers to accessing text, however issues such as semantic density and site structure need to be addressed by content creators
Severe Learning Disability
Severe Learning Difficulties
SLD
- Individuals require significant, life-long support
- Higher incidence of physical disabilities than average
- Higher incidence of epilepsy than general population
- Sensory and perceptual impairments common
Communication
Some, or few of:
- Picture/Symbol Exchange
- Simple phrases or broken speech with keyword focus
- Mix of sign and words/phrases "sign-supported speech"
- Electronic 'talking' communication aids
- Keyword Sign (Signalong, Makaton)
- Informal gesture & vocalization
Literacy
- Most individuals cannot access or use text without support
- Supporting text with images and symbols may assist some individuals with familiar concepts and vocabulary
- Some individuals may use picture/symbol exchange to construct simple texts from familiar vocabulary
- Many individuals can access text rendered via audio if content is clear and vocabulary & context familiar
Information Technology
- Often individuals use standard access devices
- Some individuals may have basic keyboard navigation skills
- Many individuals may be able to use some features of mainstream applications and websites with support
- Some individuals may able to use sites with clear interfaces independently, or with very minimal support Few individuals are able to enter text without support
Profound Learning Disabilities
Profound and Multiple Learning Difficulties
PMLD
- Individuals require very high, life-long support
- Individuals frequently have epilepsy
- Individuals often have complex physical & medical needs
- High incidence of sensory and perceptual impairments
Communication
Some or few of:
- Informal vocalisation & sounds
- Laugh, giggle, cry
- Eye, facial & other responsive movements
- Whole body movements, informal gesture
- Communication is frequently affective, always unconventional and often subtle
Literacy
- All individuals have no conventional literacy
- Frequently individuals may exchange objects of reference
- Rarely individuals may use picture exchange
- Some individuals may use ICT to access basic multimedia
- Carers & supporters finely cued into highly particular communication needs, bridge the gap between information and individual, where this is possible
Information Technology
- ICT use will usually be closely supported
- Some individuals actively experience multimedia and ICT
- Some individuals passively experience multimedia and ICT
- Some individuals may progress a sequence with a switch
- Some individuals use switches to control ICT
- Individuals are unlikely to use standard access devices
