Applies to conditions appearing in the developmental period (age 0–18 years) associated with impairments of mental functions, difficulties in learning and performing certain daily life skills and limitations of adaptive skills in the context of community environments compared to others of the same age.Cognitive learning outcomes includes: down syndrome, tuberous sclerosis, cri-du-chat syndrome.

Specific learning/attention deficit disorder (ADD) (other than intellectual)—learning disability is a general term referring to a group of disabilities, presumed due to central nervous system dysfunction rather than an intellectual disability, covering significant difficulties in the acquisition and use of organisational skills, listening, speaking, reading, writing, reasoning or mathematical skills.Cognitive learning outcomes

Used to describe conditions that are attributable to a physical cause or impact on the ability to perform physical activities, such as mobility.Cognitive learning outcomes physical disability often includes impairments of the neuromusculoskeletal systems including, for example, the effects of paraplegia, quadriplegia, muscular dystrophy, motor neurone disease, neuromuscular disorders, cerebral palsy, absence or deformities of limbs, spina bifida, arthritis, back disorders, ataxia, bone formation or degeneration, scoliosis.Cognitive learning outcomes includes: impairments of the neuromusculoskeletal systems including, for example, the effects of paraplegia, quadriplegia, muscular dystrophy, motor neurone disease, neuromuscular disorders, cerebral palsy, absence or deformities of limbs, spina bifida, arthritis, back disorders, ataxia, bone formation or degeneration, scoliosis.Cognitive learning outcomes acquired brain injury

Acquired brain injury is used to describe multiple disabilities arising from damage to the brain acquired after birth. Results in deterioration in cognitive, physical, emotional or independent functioning.Cognitive learning outcomes may be as a result of accidents, stroke, brain tumours, infection, poisoning, lack of oxygen or degenerative neurological disease. Neurological (including epilepsy and alzheimer's disease)

cognitive learning outcomes

Refers to dual sensory impairments associated with severe restrictions in communication, and participation in community life. Deafblindness is not just vision impairment with a hearing loss, or a hearing loss with a vision impairment.Cognitive learning outcomes deafblindness is a unique disability of its own requiring distinct communication and teaching practices. Vision

Psychiatric disability includes recognisable symptoms and behaviour patterns, frequently associated with distress, which may impair personal functioning in normal social activity.Cognitive learning outcomes includes the typical effects of conditions such as schizophrenia, affective disorders, anxiety disorders, addictive behaviours, personality disorders, stress, psychosis, depression and adjustment disorders.Cognitive learning outcomes for psychiatric disability one would normally expect there to be a diagnosis. General issues with behaviour (where there is no specific diagnosis) should be reflected in the support needs data (for example, support needs in relation to ‘interpersonal interactions and relationships’) rather than here in ‘disability group’.Cognitive learning outcomes includes: schizophrenia, affective disorders, anxiety disorders, addictive behaviours, personality disorders, stress, psychosis, depression and adjustment disorders.Cognitive learning outcomes developmental delay

Disability groups are a broad categorisation of disabilities in terms of underlying health condition, impairment, activity limitations, participation restrictions and environmental factors.Cognitive learning outcomes the primary disability is the disability that most clearly expresses the experience of disability by a person. It can also be considered as the disability group causing the most difficulty to the person (overall difficulty in daily life, not just within the context of the support offered).Cognitive learning outcomes

A person’s functioning or disability is conceived as a dynamic interaction between a person with a health condition(s) and environmental and personal factors (WHO 2001).Cognitive learning outcomes functioning and disability are both multidimensional concepts. Disability is the umbrella term for any or all of an impairment of body structure or function, a limitation in activities (the tasks a person does), or a restriction in participation (the involvement of a person in life situations).Cognitive learning outcomes the international classification of functioning, disability and health (ICF) recognises two main components of functioning and disability: a body component comprising classifications of body function and body structure; and an activities and participation component providing a complete set of domains for aspects of functioning from both an individual and societal perspective.Cognitive learning outcomes environmental factors represent an important new component of the ICF in recognition of their influence on functioning and disability. Personal factors are also recognised but are not classified.Cognitive learning outcomes

The disability groupings are a broad description of similar experiences of disability and patterns of impairments, activity limitations, participation restrictions, support needs and related health conditions.Cognitive learning outcomes ‘disability group’ is not a diagnostic grouping, and there is not a one-to-one correspondence between a health condition and a disability group.Cognitive learning outcomes