Introduction
When your child finds learning or development harder than expected, professionals may use different words to explain what is happening. These words can be confusing, especially when they sound alike but mean different things.
Below are common terms you may hear. We explain what each one means and how it relates to your child.
Learning difficulty
A learning difficulty is an education term from the SEND Code of Practice (2015). It means a child is learning more slowly than most children their age. They need extra support in school.
This is about learning the school curriculum. Learning outside school may not be affected.
A child ‘working behind age-related expectations’ is learning more slowly than most children their age. They may be working on skills from an earlier year group. This alone does not mean they have a learning difficulty.
It becomes a learning difficulty when the gap continues, even with high-quality teaching and extra support. This is when your child needs extra or different provision to help them learn.
Many children make good progress with the right help. Some catch up with their peers. Others may have learning difficulties as a long-term need.
The SEND Code of Practice defines Special Educational Needs and Disabilities (SEND) as when a child has a learning difficulty or disability that makes learning harder than it is for most children their age. This means that all SEND includes a learning difficulty of some kind. Children with SENDneed extra or different support to learn.
The Code of Practice describes different levels of learning difficulty:
- PMLD (Profound and Multiple Learning Difficulties) – very complex needs, often needing specialist provision.
- SLD (Severe Learning Difficulties) – major delays across most areas of development.
- MLD (Moderate Learning Difficulties) – slower learning across many areas, extra support will likely be needed.
- SpLD (Specific Learning Difficulties – such as Dyslexia, Dyscalculia, Dyspraxia) – difficulties in one area, found through specialist assessment.
Specific Learning Difficulty (SpLD)
A specific learning difficulty means a child has difficulties that carry on in one area of learning. Other skills may be age-appropriate or even strengths.
SpLDs are not related to intelligence. Many children with these difficulties are capable, creative, and able to do well with the right support.
Children with SpLDs often need targeted strategies and small changes to help them learn.
Examples include:
- Dyslexia – difficulty with reading, spelling
- Dyscalculia – difficulty with numbers and maths
- Dyspraxia or Developmental Co-ordination Disorder (DCD) – difficulty with motor planning and co-ordination. This can affect handwriting and daily tasks
In Somerset, SENCOs may use screening or assessment tools to gather evidence of specific needs. This is part of the Assess Plan Do Review Cycle and the Graduated Response schools use.
Global Developmental Delay (GDD)
Doctors sometimes use the term Global Developmental Delay for children under 5. It means a child is delayed in two or more areas of development. This might include speech, movement, social skills, or emotions).
GDD is not a diagnosis. It is a way of describing a child’s needs when it is too early to know whether they have a long‑term condition.
Some children with GDD make progress and catch up with their peers. Others continue to have difficulties. Later assessments may lead to a diagnosis, such as a Learning Disability or another neurodevelopmental condition. Examples include autism, ADHD, or a language disorder.
Professionals often take a “wait and see plus support” approach. They watch the child’s development closely and offer early help.
Learning Disability (Intellectual Disability)
A learning disability is a lifelong condition. It affects how a person learns and how they manage everyday tasks. It means a person has both:
- Significantly difficulty with thinking and learning skills. This is measured through structured assessments.
- Difficulties with everyday life skills. This includes communication, self‑care, and being independent.
A learning disability is a medical diagnosis. It must be formally assessed by professionals.
Somerset does not have a dedicated children’s learning disability assessment service. Some services may identify or describe learning disability as part of their wider work, but they do not carry out full Learning Disability assessments. This includes Community Paediatrics, CAMHS and the Children and Young People’s Neurodevelopmental Partnership. These teams may help rule out medical, developmental or mental health causes for a child’s learning needs.
Many services already support children with learning disabilities, such as the Children and Young People’s Therapy Service, paediatrics and special schools.
Learning disability is described by level of need:
- Profound – very complex needs, often with medical difficulties. May have limited mobility or communication.
- Severe – children and adults require significant support with most activities. Often in specialist settings.
- Moderate – children usually need regular support in school and daily life. Many find mainstream school difficult and may need specialist support.
- Mild – children usually need some extra help in school and daily life. As adults, many live independently with some support.