Basic Numeracy Related Activities and difficulties with Information Processing
Remember, disability is a highly individualised experience. People with the same disability may have very different capabilities and/or needs, so it is always best to discuss any adaptations to practice, the environment or equipment directly with the disabled person themselves rather than making assumptions about what adjustments may be suitable.
Information processing is a term used to describe the way the brain receives, interprets and stores information as well as organising the appropriate responses. Information is received via the body’s five senses of sight, hearing, touch, taste, and smell.
People with certain disabilities and/or learning difficulties may experience problems with two-way communication. Some students may have developed individual forms of communication that may not be through conventional speaking and listening. For others, specific features of their disability or learning difficulty will make speaking and listening whilst processing information problematic.
Discussion can form an integral part of numeracy related learning for all students, but traditional conventions of discussion can exclude certain students. People may have a range of difficulties with either receptive or expressive language processing, affecting their higher level abilities to understand and communicate effectively.
When organising sessions that include members with a disability and/or learning difficulty, it is important to look closely at the conventions that are being used and to consider whether they are appropriate. Difficulties that might be experienced by certain students could include:
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Students with visual impairments who cannot see who is speaking. These students may also be unable to use facial expression and body language as an additional means of interpretation.
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Deaf students who use British Sign Language (BSL) will only be able to follow a discussion by looking at their interpreter. This will inevitably slow down the speed with which they can receive inputs, and also mean that they cannot always focus on the facial expressions of the speaker. These students will also require extra time to formulate their own responses during discussions.
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Students who lip-read will find it hard to follow discussion unless seating enables all participants to see each other, lighting and acoustics are good, and a formal discussion is effectively chaired.
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Some students with autistic spectrum disorders may find it hard to communicate directly. Their disability makes aspects of social communication, for example eye contact, particularly difficult.
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Some students with mental health difficulties and learning difficulties may find two-way communication hard for a variety of reasons: they may feel very inhibited in entering a discussion, they may find certain aspects of discussion (e.g. any contribution that they might perceive as being critical of them) very threatening; conversely, they may become very enthusiastic about a particular subject and find it hard not to dominate the discussion and reluctant to allow it to move onto other areas.
