Learning disability and accessible information
Use short sentences, one question at a time and practical or visual information. Read important material aloud when helpful. Avoid turning a check of understanding into a test.
Teach-back
Instead of asking ‘Do you understand?’, ask the person to explain the plan in their own words or show what they will do next. If the message has not landed, change the explanation rather than blaming the person.
FASD: understanding versus applying
FASD can affect memory, cause-and-effect reasoning, impulse control, time, learning and the ability to transfer information between settings. External structure, repetition and consistent routines can be more reliable than verbal advice alone.
Acquired brain injury
Head injury may be associated with memory problems, fatigue, irritability, reduced inhibition or difficulty planning. Ask about falls, assaults, accidents, overdoses and periods of unconsciousness, and consider appropriate health or specialist referral.
Evidence and scope
This page is educational and does not diagnose, replace individual clinical assessment, treatment, detoxification advice, safeguarding procedures or emergency care. Content is grounded in the 2026 publication and prioritises UK guidance and reputable evidence sources. See the editorial and evidence policy for scope and updates.
Read the editorial & evidence policy