Cognitive Load

The clinical implication of working memory limits (typically described as around 4 chunks of new information at a time for typical adults, less for children, and significantly less for many SEND learners) is that any task exceeding capacity cannot be learned, however motivated the learner. Reducing extraneous cognitive load is one of the most-evidenced classroom practices for SEND access.

The EEF guidance on cognitive science in the classroom (2021) summarises Sweller's principles for practical use. Worked examples reduce load by showing the steps before asking for them. Dual-coding (visuals alongside text) reduces load by spreading information across the visual and verbal working memory channels. The split-attention effect (load increases when learners must integrate visually separated information) is reduced by integrating diagrams and labels. Redundant information (the teacher reading aloud text the pupils are also reading) actually increases load, contrary to intuition.

In a Year 5 classroom, cognitive load shows up as the child whose maths fluency collapses when the task is presented as a word problem (the word-decoding load + the maths-method load + the working-memory load exceeds capacity). Or the child whose written work degrades when she has to format the page, manage handwriting, recall spellings, and compose the sentence simultaneously. The child has not lost the ability; the load has exceeded capacity.

In an EHCP, Section F can specify cognitive-load-reduction strategies (named scaffolds, named tools, named adaptive teaching practices) that the school is required to deliver.