Moderate learning difficulty (MLD)

The majority of children with MLD are educated in mainstream schools, with provision made for additional help and support appropriate to their needs. 

Schools have the flexibility to decide how best to meet the pupils’ needs: in the classroom; in small group settings; in the learning support unit.

Difficulties faced by a child with Moderate Learning Difficulties (MLD)

Children with MLD may appear immature and find it difficult to mix with their regular peer group, many are vulnerable and may experience bullying as a result. Often they are needy with an over-reliance on adult help and support.

Children described as having moderate learning difficulties, or global learning difficulties, experience great difficulty following the curriculum, despite receiving suitable help and intervention. They have general developmental delay resulting in attainments significantly below expected levels in most areas of the curriculum, ie below level 2 of the National Curriculum at the start of senior school. There may be other, associated special needs such as dyspraxia.

Generally children with MLD will have some or all of:

• Difficulty understanding basic concepts.
• Problems acquiring basic skills in reading, writing and numeracy with a resultant lack of confidence to use and develop the skills they do have.
• A lack of logic.
• Poor problem solving skills.
• An inability to generalise learning and apply it to new situations.
• Limited communication skills coupled with immature social and emotional understanding.
• Poor fine and gross motor skills.
• Difficulty with personal organisation.
• Poor auditory/visual memory.
• Poor long and short term memory; difficulty remembering what has been taught.
• Speech and language delay.
• Emotional and behavioural difficulties.
• Sensory impairment.
• A lack of social skills.

What helps children with MLD?

• Routine and structure.
• High expectations.
• Giving the child responsibilities.
• The potential for success. Encourage, praise, reward - not just for work and achievements but for positive behaviour too.
• Building on the child’s knowledge and understanding.
• Ensuring learning objectives are realistic for every lesson, and that success is achievable.
• Giving clear instructions. Careful questioning to ensure a child knows what is expected of them and of the task.
• Checking understanding at every stage.
• Carefully planned and differentiated work, broken down into small manageable tasks.
• Regular reinforcement of tasks to be mastered and the opportunity to practise and apply skills in everyday situations.
• Showing how things are done rather than just explaining. Providing plenty of opportunities for multi-sensory, ...