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CLDD is defined as overlapping and interlocking co-existing conditions that create layered profiles and call for personalised learning pathways, informed support, and transdisciplinary input to enable participation and progress across educational settings.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/engaging-children-with-complex-learning-difficulties-and-disabilities-in-the-primary-classroom/272544/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/engaging-children-with-complex-learning-difficulties-and-disabilities-in-the-primary-classroom/272544.png","ImageObject",300,407,{"name":42,"@type":43},"McGucket","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What project and timeframe informed the evidence-based strategies for CLDD in primary classrooms?","Question",{"text":63,"@type":64},"An 18-month Department for Education-supported project researched ways to improve outcomes for learners with the most complex educational needs and disabilities through evidence-based teaching and learning strategies.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the document define children and young people with CLDD?",{"text":68,"@type":64},"CLDD involves conditions that co-exist, overlap and interlock, creating a complex profile. The co-occurring and compounding nature requires a personalised learning pathway that recognizes changing learning patterns and layered needs.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is the number of children with CLDD increasing according to the document?",{"text":72,"@type":64},"The document links increases to medical progress improving survival for very preterm babies and also to societal factors of concern, such as fetal alcohol spectrum disorders, alongside broader prevalence increases reported by researchers and education statistics.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},272544,1790171202,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Engaging children with complex learning difficulties and disabilities in the Primary Classroom.  \nBarry Carpenter (former Director, DfE CLDD Project), Beverley Cockbill (Training Officer\u003C SSAT ‐ UK), Debbie Wiggett (Class Teacher, Colmore Farm Junior School) and Jo Egerton (Research Project Co‐ordinator,SSAT‐UK)  \nChildren and young people with complex learning difficulties and disabilities (CLDD) have been described as a 21st century frontier for education. During an eighteen‐month, Department for Education‐supported project in the UK, The Schools Network ,(now SSAT‐UK), researched ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence‐based teaching and learning strategies.  \nThese children present considerable challenges to School Leaders. They are a group that has emerged rapidly in the first decade of this 21st Century, largely due to modern medical progress,(eg, children born very low birth weight, due to extreme prematurity,) but there are also Societal factors that are presenting which are of cause for concern in the UK and Australia,( eg Fetal Alcohol Spectrum Disorders. ) Both of these groups of children, and others falling into this descriptive framework, may require pedagogy beyond the experience of most Principals. Indeed the resolutions to some of their educational needs may have to be resolved through inquiry based approaches on a child by child basis.  \nWho are the children with complex learning difficulties and disabilities?  \nChildren and young people with complex learning difficulties and disabilities (CLDD) include those with co‐existing conditions (e.g. autism and attention deficit/hyperactivity disorder (ADHD)) or profound and multiple learning disabilities. However, they also include children who have newly begun to populate our schools – among them those who have difficulties arising from premature birth, have survived infancy due to advanced medical interventions, have disabilities arising from parental substance and alcohol abuse, and/or have rare chromosomal disorders. Many may also be affected by compounding factors such as multisensory impairment or mental ill‐health, or require invasive procedures, such as supported nutrition, assisted ventilation and rescue medication.  \nThese children challenge skilled professionals; they do not fit our current range of learning environments, curriculum models or teaching and learning approaches (Department of Education, 2011) . Porter and Ashdown (2002) describe them as:  \n…a wide and varied group of learners… including pupils who do not simply require a differentiated curriculum or teaching at a slower pace but who, at times, require further adaptations to teaching if they are to make progress.  \nA wide ranging debate with CLDD project steering board and advisors and stakeholder groups including learning disability charities, resulted in the development of the following definition:  \nChildren and young people with Complex Learning Difficulties and Disabilities (CLDD) have conditions that co‐exist. These conditions overlap and interlock creating a complex profile. The co‐occurring and compounding nature of complex learning difficulties requires a personalised learning pathway that recognises children and young people’s unique and changing learning patterns. Children and young people with CLDD present with a range of issues and combination of layered needs – e.g. mental health, relationships, behavioural, physical, medical, sensory, communication and cognitive.  \nThey need informed specific support and strategies which may include transdisciplinary input to engage effectively in the learning process and to participate actively in classroom activities and the wider community. Their attainments may be inconsistent, presenting an atypical or uneven profile. In the school setting, learners may be working at any educational level, including the National Curriculum and P scale","cbCaicPMbE3jCwlD","https://ap.wps.com/l/cbCaicPMbE3jCwlD","pdf",230280,11,"English","# Engaging children with CLDD in the primary classroom\n## Who are children with complex learning difficulties and disabilities?\n## CLDD definition and support needs\n## Trends and prevalence of CLDD in schools","[{\"question\":\"What project and timeframe informed the evidence-based strategies for CLDD in primary classrooms?\",\"answer\":\"An 18-month Department for Education-supported project researched ways to improve outcomes for learners with the most complex educational needs and disabilities through evidence-based teaching and learning strategies.\"},{\"question\":\"How does the document define children and young people with CLDD?\",\"answer\":\"CLDD involves conditions that co-exist, overlap and interlock, creating a complex profile. The co-occurring and compounding nature requires a personalised learning pathway that recognizes changing learning patterns and layered needs.\"},{\"question\":\"Why is the number of children with CLDD increasing according to the document?\",\"answer\":\"The document links increases to medical progress improving survival for very preterm babies and also to societal factors of concern, such as fetal alcohol spectrum disorders, alongside broader prevalence increases reported by researchers and education statistics.\"}]","Engaging Children with Complex Learning Difficulties and Disabilities in the Primary Classroom | PDF",1789465984,28]