Easy Read Trainer Lesson Plan Notes Learning Disability & Mental Health Module

 

Session Overview

This lesson plan supports trainers delivering:

• Learning Disability Awareness
• Mental Health Awareness
• Communication Skills
• Support Strategies

Suitable for:

• Students
• Trainees
• Support workers
• Nurses
• Care staff

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Session Aims

By the end of the session learners will:

• Understand learning disability
• Understand mental health
• Recognise complex needs
• Identify barriers people face
• Learn communication skills
• Understand support strategies

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Session Length

Recommended: 2–3 hours
(Can be adapted to half‑day or full‑day training.)

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Resources Needed

Trainer should prepare:

• Easy Read PowerPoint
• Printed handouts
• Case study sheets
• Flipchart / whiteboard
• Pens and paper

Optional:

• Symbols / picture cards
• Communication aids examples

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Session Structure

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1. Introduction (15 minutes)

Trainer to:

• Welcome learners
• Introduce topic
• Explain session aims
• Set ground rules

Ground rules may include:

• Respect
• Confidentiality
• Listening
• No judgement

Activity:

Ask learners:

“What do you think learning disability means?”

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2. Understanding Learning Disability (20 minutes)

Trainer explains:

• What a learning disability is
• How it affects daily life
• Independence skills

Examples to discuss:

• Cooking
• Money
• Travel
• Communication

Activity:

Group discussion on support needs.

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3. Understanding Mental Health (20 minutes)

Trainer explains:

• Emotional wellbeing
• Anxiety
• Depression
• Stress

Discuss how mental health affects behaviour and daily life.

Activity:

Learners name signs of poor mental health.

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4. Dual Diagnosis & Complex Needs (20 minutes)

Trainer explains:

• Some people have both conditions
• This is called dual diagnosis
• Complex needs require multi‑support

Discuss Autism & ADHD links to anxiety.

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5. Barriers People Face (20 minutes)

Trainer explores barriers:

Health:

• Accessing services
• Understanding information

Daily living:

• Cooking
• Cleaning

Money:

• Budgeting

Personal care:

• Hygiene

Activity:

Barrier mapping exercise.

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Break (10–15 minutes)

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6. Communication Skills (25 minutes)

Trainer explains:

• Easy Read
• Pictures & symbols
• Simple language
• Processing time

Activity:

Learners rewrite a sentence into Easy Read.

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7. Reasonable Adjustments (20 minutes)

Examples:

• Longer appointments
• Quiet waiting rooms
• Hospital passports
• Carer involvement

Discussion:

Why adjustments matter.

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8. Mental Health Support & Coping Skills (20 minutes)

Trainer covers:

• Talking therapies
• Medication
• Behaviour support
• Coping strategies

Examples:

• Breathing exercises
• Grounding
• Routine building

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9. Case Study Activity – Alex (30 minutes)

The trainer presents an employment scenario.

Group task:

Learners discuss:

• Strengths
• Support needs
• Work adjustments
• Confidence building

Optional role play.

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10. Knowledge Check (15 minutes)

Trainer asks recap questions:

• What is dual diagnosis?
• What are complex needs?
• Name one barrier.
• Name one coping skill.

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11. Reflection & Close (10 minutes)

Learners reflect on:

• What they learned
• Skills gained
• How practice may change

Trainer thanks group and provides next steps.

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Trainer Tips

• Use simple language
• Check understanding
• Encourage discussion
• Use real examples
• Be inclusive and respectful

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End of Lesson Plan

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Easy Read Training Module Learning Disability & Mental Health Nursing Levels 1 & 2

 

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Level 1 – Understanding Needs (Basic)

Mental Health & Learning Disability

Some people have:

• A learning disability

• Mental health needs

• Or both together

They may need extra support to stay well.

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Autism, ADHD & Mental Health

For example:

People with Autism and ADHD may experience:

• Anxiety

• Depression

• Stress

This can be linked to:

• Sensory overload

• Social pressure

• Nervous system responses

• Change and uncertainty

They may need emotional and behavioural support.

Nursing & Support Skills

Staff need skills in:

• Person-centred care

• Communication

• Planning support

• Understanding behaviour

They must always treat people with dignity and respect.

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What Are Complex Needs?

Complex needs mean a person needs support in many areas.

This may include:

• Mental health conditions

• Learning disability

• Autism or ADHD

• Behavioural distress

• Trauma

Common mental health needs include:

• Anxiety

• Depression

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What Are Barriers?

Barriers are difficulties people face in daily life.

Examples include:

Health Barriers

• Accessing doctors

• Understanding appointments

• Getting treatment

Education & Living Skills

• Learning difficulties

• Cooking

• Cleaning

• Home safety

Money Skills

• Budgeting

• Shopping

• Paying bills

Personal Care

• Washing

• Dressing

• Hygiene

People may need support to build independence.

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Communication Barriers

People communicate in different ways.

Some may need:

• Easy Read information

• Large print

• Pictures

• Symbols

This is helpful for people with learning difficulties such as dyslexia.

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Appointment Support Example

Staff may need to provide:

• Easy Read letters

• Pictures of clocks (time)

• Maps (place)

• Reminder calls

This helps people attend hospital or doctor appointments.

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Autism & Social Anxiety Example

Some autistic people may:

• Find busy places overwhelming

• Struggle with social skills

• Feel anxious in crowds

Support may include:

• Quiet spaces

• Preparation

• Gradual exposure

Level 1 – Questions

1. What are complex needs?

2. Name one mental health condition.

3. What is a barrier?

4. Give one example of a daily living barrier.

5. Why is Easy Read information important?

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Level 2 – Skills & Professional Practice

(Level 2 builds on Level 1 knowledge.)

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Professional Skills Needed

Staff and nurses need to learn:

1. Person-centred care planning

2. Advanced communication skills

3. Supporting complex needs

4. Types of mental illnesses

5. Basic counselling skills

6. Assessment processes

7. Diagnosis awareness

8. Treatment pathways

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Mental Health Support & Treatment

Support may include:

• Talking therapies

• Medication

• Behaviour support

• Emotional regulation

Example:

Cognitive Behavioural Therapy (CBT) helps people manage:

• Anxiety

• Depression

By changing thoughts and behaviours.

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Coping Skills Support

Staff may teach coping skills such as:

• Breathing exercises

• Grounding techniques

• Routine building

• Sensory regulation

• Exercise

These help people manage mental distress.

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Advocacy & Professional Values

Professionals must show:

• Patience

• Empathy

• Respect

• Specialist skills

They advocate for disabled people to ensure fair care and equal access.

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Level 2 – Communication & Assessment

Staff must learn how to:

• Assess needs

• Identify risks

• Recognise mental illness

• Adapt communication

• Plan support packages

Assessments help ensure people receive the right support.

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Level 2 Study Case

Employment Support Scenario – Alex

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Scenario Overview

Alex is a young adult with a learning disability.

He wants a part-time job in a bakery.

He is:

• Energetic

• Motivated

• Physically fit

• Interested in baking

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Skills Assessment Summary

Strengths

• Can tell the time

• Attends appointments

• Communicates needs

• Works well with friends

• Enjoys BMX

• Flexible to change

• Basic cooking skills

• Can follow cake recipes

• Uses smartphone

Support Needs

• Processing new information

• Problem-solving solutions

• Time management

• Task prioritising

• Financial management

• Literacy & numeracy support

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Level 2 – Case Study Questions

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Question 1 – Individualised Plan

Create a support plan for Alex.

Include:

• Baking skill development

• Customer service skills

• Time management

• Work routines

Set small, achievable goals.

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Question 2 – Ongoing Skills Development

Write a paragraph explaining:

• How you would support Alex in the bakery

• How hands-on training would help

• How you would build confidence

• How you would monitor progress

• How you would adapt support if needed

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Question 3 – Incidental Learning

Explain how you would gradually support Alex to:

• Use the cash register

• Speak to customers

• Take orders

• Work in a team

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Question 4 – Learning Through Experience

How would you help Alex:

• Learn from mistakes

• Build independence

• Transfer skills to other jobs

• Grow confidence

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Optional Reflection Activity

Learners can reflect on:

• Strength-based practice

• Employment inclusion

• Reasonable adjustments at work

• Advocacy in job settings

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Trainer Notes (Optional Use)

You can ask learners to:

• Role-play bakery scenarios

• Build a visual work schedule

• Create an Easy Read job guide

• Design a workplace support plan

Learning Disability & Mental Health Nursing Module 1 – Foundations of Practice (Edited Draft)

 

Overview

Learning disability and mental health nursing involves specialist care for individuals with intellectual (learning) disabilities who are significantly more likely to experience mental health difficulties than the general population (estimated 2–3 times higher prevalence).

Nurses work across:

Community settings

Inpatient units

Secure / forensic services

Residential and supported living services

Practice is underpinned by:

Person-centred care

Adaptive communication

Trauma-informed approaches

Evidence-based interventions

Key Aspects of Care

1. Assessment & Diagnosis

Due to high rates of co-occurring mental health disorders (approx. 30–40%), assessments must be adapted to account for:

Communication difficulties

Cognitive processing differences

Behavioural presentation

Sensory needs

Nurses must avoid misinterpretation of distress behaviours.

2. Support & Treatment

Interventions may include:

Adapted Cognitive Behavioural Therapy (CBT)

Psychodynamic therapy (adapted where appropriate)

Behavioural support planning

Medication management

Emotional regulation support

Daily living skill development

3. Role Requirements

Learning disability and mental health nurses require:

Patience

Empathy

Advocacy skills

Safeguarding knowledge

Behavioural management skills

Cultural competence

They advocate for equitable healthcare access and reduced health inequalities.

4. Collaboration

Multidisciplinary working is essential, including:

Psychiatrists

Psychologists

Speech & Language Therapists

Occupational Therapists

Social Workers

Support Workers

Families & carers

5. Training Pathway

Professional registration requires completion of an approved nursing programme regulated by the

Nursing and Midwifery Council

Routes include:

Degree programmes

Degree apprenticeships

Postgraduate nursing pathways

Key Challenges in Practice

Diagnostic Overshadowing

Mental health symptoms may be wrongly attributed to the learning disability rather than recognised as separate conditions.

This can lead to:

Delayed diagnosis

Untreated mental illness

Inappropriate care planning

Complex & Comorbid Needs

Individuals may experience:

Anxiety disorders

Depression

Psychosis

Trauma-related conditions

Behavioural distress

Higher prevalence is noted particularly in people with mild intellectual disabilities.

Communication Barriers

Challenges include:

Limited verbal communication

Processing delays

Sensory overload

Difficulty describing emotions

This highlights the need for specialist communication approaches.

Health Inequalities

People with learning disabilities and mental health needs often experience:

Poorer physical health outcomes

Reduced access to services

Late diagnoses

Shorter life expectancy

Barriers include lack of professional training, stigma, and service inaccessibility.

Understanding the Difference

Mental Health

Mental health refers to emotional and psychological wellbeing.

Mental ill-health may involve:

Distress

Mood changes

Anxiety

Trauma responses

Learning Disability

A learning disability affects intellectual functioning and adaptive living skills, including:

Education and learning

Work skills

Independent living

Communication

Social understanding

Module 2 – Reasonable Adjustments & Accessible Care

This module explores how nurses make healthcare accessible and equitable.

Key Adjustments

Reasonable adjustments under equality law

Easy Read information (large print, symbols, pictures)

Longer or double appointments

Reduced waiting times

Quiet waiting areas

Adjusted lighting / sensory environment

Hospital passports

Communication aids

Family / carer involvement

Interpreter or BSL support

Communication Strategies & Counselling Skills

Verbal & Non-Verbal Communication

Nurses must use:

Clear speech

Simple language

Calm tone

Open body language

Communication Aids

Examples include:

Symbols

Pictures

Objects of reference

Communication passports

Visual timetables

Processing Support

Good practice includes:

Allowing extra time to respond

Avoiding information overload

Checking understanding

Example techniques:

Ask the person to repeat information back

Paraphrase what has been said

Clarify meaning gently

Questioning Style

Use:

Simple open questions where possible

Either/or choices

Yes/no questions when appropriate

Avoid:

Rapid questioning

Complex phrasing

Module 3 – Nursing Roles & Care Responsibilities

Learning disability and mental health nursing requires:

High levels of patience

Specialist behavioural understanding

Emotional resilience

Safeguarding awareness

Individuals with intellectual disabilities are more likely to experience mental illness than non-disabled populations, requiring integrated, dual-diagnosis care planning.

Adding Study Case Sections (For Your Own Work)

Here is where we can build in your personal or placement material.

You could structure it like this:

Study Case 1 – Assessment & Diagnosis

Scenario Overview

(You insert placement or research case)

Presenting Needs

Assessment Tools Used

Communication Adjustments

Outcome

Reflection (Your Learning)

Study Case 2 – Reasonable Adjustments

Setting

Adjustments Implemented

Impact on Patient Experience

Barriers Identified

Your Professional Reflection

Study Case 3 – Communication Support

Individual Profile

Communication Methods Used

Challenges

What Worked Well

What You Would Do Differently