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Identifying and Supporting Children and Young People with Cognition and Learning Needs: A Rapid Evidence Review. Research Report

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Title: Identifying and Supporting Children and Young People with Cognition and Learning Needs: A Rapid Evidence Review. Research Report
Language: English
Authors: Catherine Antalek, Fiona Dixon, Elisabeth Herbert, Joanna Kolak, Department for Education (DfE) (United Kingdom)
Source: UK Department for Education. 2025.
Availability: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Peer Reviewed: N
Page Count: 87
Publication Date: 2025
Document Type: Information Analyses
Descriptors: Foreign Countries, Learning Disabilities, Cognitive Processes, Mathematical Aptitude, Mathematics Skills, Literacy, Children, Youth, Special Needs Students, Students with Disabilities, Disability Identification, Educational Diagnosis, Literature Reviews, Meta Analysis
Geographic Terms: United Kingdom (England)
ISBN: 978-1-83870-698-2
Abstract: According to the SEND Code of Practice (DfE, 2015), cognition and learning difficulties encompass a wide range of needs, including general and specific learning difficulties. These difficulties affect various areas of learning including literacy, numeracy, and the acquisition of subject-specific knowledge and skills and may be linked to underlying challenges in areas such as memory, reasoning, and processing speed. This rapid evidence assessment (REA) reviews how mainstream education professionals can identify and support cognition and learning difficulties in children and young people, with a focus on both literacy and mathematics.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED676841
Database: ERIC
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  Data: Identifying and Supporting Children and Young People with Cognition and Learning Needs: A Rapid Evidence Review. Research Report
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  Data: <searchLink fieldCode="AR" term="%22Catherine+Antalek%22">Catherine Antalek</searchLink><br /><searchLink fieldCode="AR" term="%22Fiona+Dixon%22">Fiona Dixon</searchLink><br /><searchLink fieldCode="AR" term="%22Elisabeth+Herbert%22">Elisabeth Herbert</searchLink><br /><searchLink fieldCode="AR" term="%22Joanna+Kolak%22">Joanna Kolak</searchLink><br /><searchLink fieldCode="AR" term="%22Department+for+Education+%28DfE%29+%28United+Kingdom%29%22">Department for Education (DfE) (United Kingdom)</searchLink>
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  Data: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
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  Data: According to the SEND Code of Practice (DfE, 2015), cognition and learning difficulties encompass a wide range of needs, including general and specific learning difficulties. These difficulties affect various areas of learning including literacy, numeracy, and the acquisition of subject-specific knowledge and skills and may be linked to underlying challenges in areas such as memory, reasoning, and processing speed. This rapid evidence assessment (REA) reviews how mainstream education professionals can identify and support cognition and learning difficulties in children and young people, with a focus on both literacy and mathematics.
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        PageCount: 87
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Disabilities
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Mathematical Aptitude
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Literacy
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      – SubjectFull: Youth
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      – SubjectFull: Meta Analysis
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Identifying and Supporting Children and Young People with Cognition and Learning Needs: A Rapid Evidence Review. Research Report
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              Y: 2025
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