ABSTRACT
The chapter will focus on the second of the four broad areas of need: cognition and learning. We have already discussed the issue of profound difficulties in learning in Chapter 3. Here, we look at difficulties more generally and also at one area of what is often called ‘specific learning difficulties’, that is difficulties that apply to a specific area of learning. Particular attention is given to the kinds of challenges faced by young people identified as experiencing ‘moderate’ learning difficulties. We go on to discuss one area of need that is often called a ‘specific’ learning difficulty because it relates to a particular area of learning and not to overall attainment and cognitive ability: dyslexia
UNDERSTANDING COGNITION AND DIFFICULTIES IN COGNITION
The Latin root of the word ‘cognition’ is ‘cognoscere’, which means ‘to get to know’, or ‘to recognise’. In general terms, the frame of reference within which ‘cognition’ is used in the (2001) Code of practice relates largely to information-processing associated with problem solving, language, perception and memory and the development of concepts. The cognitive difficulties experienced by some students clearly extend to the area of communication and interaction
discussed in Chapter 3. It is obvious, for example, that language acquisition and use are integral to thinking, problem solving and communication (Wearmouth, 2009).
