Practical Activities and difficulties with Cognition
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.
People with Learning Disabilities, for example those with Down’s Syndrome, generally have a lower than average IQ and their thinking processes may be slower than others; some may also have some associated motor coordination difficulties. When engaged in practicals, teachers and trainers should make allowances for this slower paced thinking. They should give lots of clear demonstrations and simple explanations/descriptions to reinforce the main elements of the activity. With the consent of the teacher, students find it helpful to take videos and photos of important demonstrations with their mobile phones to remind themselves of the process.
Practical classes are often seen as teaching environments in which concerns about health and safety are paramount, and few people would dispute this. The vast majority of students with impairments raise no more safety considerations than any students, and the same procedures will maximise the safety of all. Clearly, it is important for students to be encouraged to share with staff any concerns about safety considerations during practical applications. In particular, it is helpful to use signs and symbols to remind students of health and safety issues when engaged in practical work.
