INFORMATION ON CONDITIONS
These are summaries of the various conditions. For more information on diagnosis, assessment,
treatment and support please see the notes in the pack on ‘useful organisations, web
resources and reading’.
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Autistic Spectrum Conditions (ASC)
Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other
people and the world around them. It is a spectrum condition, which means that, while all people with autism
share certain areas of difficulty, their condition will affect them in different ways. Some are able to live relatively
'everyday' lives; others will require a lifetime of specialist support.
The three main areas of difficulty which all people with autism share are sometimes known as the 'triad of
impairments'. They are:
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difficulty with social communication
difficulty with social interaction
difficulty with social imagination.
People with autism have said that the world, to them, is a mass of people, places and events which they struggle to
make sense of, and which can cause them considerable anxiety.
In particular, understanding and relating to other people, and taking part in everyday family and social life may be
harder for them. Other people appear to know, intuitively, how to communicate and interact with each other, and
some people with autism may wonder why they are 'different'.
Difficulty with social communication
For people with autistic spectrum disorders, 'body language' can appear just as foreign as if people were speaking
ancient Greek.
People with autism have difficulties with both verbal and non-verbal language. Many have a very literal
understanding of language, and think people always mean exactly what they say. They can find it difficult to use or
understand:
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facial expressions or tone of voice
jokes and sarcasm
common phrases and sayings; an example might be the phrase 'It's cool', which people often say when they
think that something is good, but strictly speaking, means that it's a bit cold.
Some people with autism may not speak, or have fairly limited speech. They will usually understand what other
people say to them, but prefer to use alternative means of communication themselves, such as sign language or
visual symbols.
Others will have good language skills, but they may still find it hard to understand the give-and-take nature of
conversations, perhaps repeating what the other person has just said (this is known as echolalia) or talking at
length about their own interests.
It helps if other people speak in a clear, consistent way and give people with autism time to process what has been
said to them.
Difficulty with social interaction
Socialising doesn't come naturally - we have to learn it.
People with autism often have difficulty recognising or understanding other people's emotions and feelings, and
expressing their own, which can make it more difficult for them to fit in socially. They may:
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not understand the unwritten social rules which most of us pick up without thinking: they may stand too
close to another person for example, or start an inappropriate subject of conversation
appear to be insensitive because they have not recognised how someone else is feeling
prefer to spend time alone rather than seeking out the company of other people
not seek comfort from other people
appear to behave 'strangely' or inappropriately, as it is not always easy for them to express feelings,
emotions or needs.
Difficulties with social interaction can mean that people with autism find it hard to form friendships: some may
want to interact with other people and make friends, but may be unsure how to go about this.
Difficulty with social imagination
We have trouble working out what other people know. We have more difficulty guessing what other people are
thinking.
Social imagination allows us to understand and predict other people's behaviour, make sense of abstract ideas, and
to imagine situations outside our immediate daily routine. Difficulties with social imagination mean that people
with autism find it hard to:
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understand and interpret other people's thoughts, feelings and actions
predict what will happen next, or what could happen next
understand the concept of danger, for example that running on to a busy road poses a threat to them
engage in imaginative play and activities: children with autism may enjoy some imaginative play but prefer
to act out the same scenes each time
prepare for change and plan for the future
cope in new or unfamiliar situations.
Difficulties with social imagination should not be confused with a lack of imagination. Many people with autism are
very creative and may be, for example, accomplished artists, musicians or writers.
The characteristics of autism vary from one person to another but as well as the three main areas of difficulty,
people with autism may have:
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love of routines
sensory sensitivity
special interests
learning disabilities.
Different names for autism
Some professionals may refer to autism by a different name, such as autism or autistic spectrum disorder (ASD),
classic autism or Kanner autism, pervasive developmental disorder (PDD) or high-functioning autism (HFA).
What is Asperger Syndrome? by Dr. Tony Attwood
Dr Hans Asperger, an Austrian pediatrician, originally described Asperger’s Syndrome in 1944. The syndrome has
more recently been classified as an autistic spectrum disorder. Children and adults with Asperger’s Syndrome have
an intellectual capacity within the normal range, but have a distinct profile of abilities that has been apparent
since early childhood. The profile of abilities includes the following characteristics:
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A qualitative impairment in social interaction:
o Failure to develop friendships that are appropriate to the child’s developmental level.
o Impaired use of non-verbal behaviour such as eye gaze, facial expression and body language to
regulate a social interaction.
o Lack of social and emotional reciprocity and empathy.
o Impaired ability to identify social cues and conventions.
A qualitative impairment in subtle communication skills:
Fluent speech but difficulties with conversation skills and a tendency to be pedantic, have an
unusual prosody and to make a literal interpretation.
Restrictive Interests:
o The development of special interests that is unusual in their intensity and focus.
o Preference for routine and consistency.
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The disorder can also include motor clumsiness and problems with handwriting and being hypersensitive to specific
auditory and tactile experiences. There can also be problems with organisational and time management skills and
explaining thoughts and ideas using speech.
From my clinical experience I consider that children and adults with Asperger’s Syndrome have a different, not
defective, way of thinking. The person usually has a strong desire to seek knowledge, truth and perfection with a
different set of priorities than would be expected with other people. There is also a different perception of
situations and sensory experiences. The overriding priority may be to solve a problem rather than satisfy the social
or emotional needs of others. The person values being creative rather than co-operative. The person with
Asperger’s syndrome may perceive errors that are not apparent to others, giving considerable attention to detail,
rather than noticing the ‘big picture’. The person is usually renowned for being direct, speaking their mind and
being honest and determined and having a strong sense of social justice. The person may actively seek and enjoy
solitude, be a loyal friend and have a distinct sense of humour. However, the person with Asperger’s Syndrome can
have difficulty with the management and expression of emotions. Children and adults with Asperger’s syndrome
may have levels of anxiety, sadness or anger that indicate a secondary mood disorder. There may also be problems
expressing the degree of love and affection expected by others.
How common is ASC?
ASC affects around 1% of the population. Autism (including Asperger syndrome) appears to be more common among
boys than girls. This could be because of genetic differences between the sexes, or that the criteria used to
diagnose autism are based on the characteristics of male behaviour.
The exact cause of autism is still being investigated. However, research suggests that a combination of factors genetic and environmental - may account for changes in brain development. Autism is not caused by a person's
upbringing, their social circumstances and is not the fault of the individual with the condition. At present, there is
no 'cure' for autism. However, there is a range of interventions - methods of enabling learning and development which people may find to be helpful.
(Source: National Autistic Society)
What is ADHD (Attention Deficit Hyperactivity Disorder)?
ADHD, is a neuro-developmental disorder typically first diagnosed in childhood. The primary core ‘symptoms’ of
ADHD include pervasive difficulties in sustaining attention, high levels of distractibility and impulsivity, in addition
to problems with hyperactivity and emotional regulation. The disorder is common in the population with prevalence
estimates in the UK around 3-4%. Follow-up studies of ADHD in children find that the disorder frequently persists
into adult life.
Most toddlers and young children are restless and excitable. This is normal, as they have lots of energy and are
constantly learning about the world and moving from one experience to the next.
However, some children are extremely overactive and do not grow out of this type of behaviour. It can be very
difficult to keep them safe and calm. They may be diagnosed with attention deficit hyperactivity disorder (ADHD).
Children with ADHD find it really hard to control their behaviour and have problems concentrating. They may do
things without considering the consequences, and then get into trouble
They may have problems at school because they cannot concentrate on their work, (whatever their level of
intelligence) and they can have friendship problems if they are not able to listen to their peers or wait their turn.
Significant levels of ADHD are found in around one to two children out of every 100. It is more common in boys than
girls. It is probably caused by problems in the part of the brain which controls impulses and concentration, but
other factors may also have an impact.
What are the symptoms and impairments associated with ADHD in adults?
ADHD can affect people in many different ways. Some of the most common complaints in adults are difficulties
with organising daily activities and forgetfulness. People with ADHD often experience physical and mental over
activity, so they may feel constantly restless, on the go all the time and complain of ceaseless unfocused mental
activity; these symptoms may keep people with ADHD awake at night. Sustaining attention for any length of time
can cause considerable difficulties and may lead to people with ADHD feeling exhausted or worn out by the effort.
Mood instability and feelings of frustration are commonly reported, especially in situations where someone has to
wait such as queuing at supermarkets.
While these types of symptoms are found in many people some of the time, they are severe, persistent over time
and lead to impairments in people with ADHD. Impairment from ADHD can impact on an individual in several ways
including: low self-esteem, distress from the symptoms of ADHD, impaired social interactions and relationships,
behavioural problems, and the development of comorbid psychiatric symptoms, syndromes and disorders.
In addition to the symptoms of ADHD comorbidities are common. These may be other neurodevelopmental disorders
such as autism spectrum disorders and dyslexia, behavioural problems such as drug and alcohol abuse disorders,
addiction and antisocial behaviour; and other common mental health problems such as anxiety and depression.
How is ADHD in adults treated?
If ADHD is suspected in adults the person should be referred to a specialist in adult mental health for a formal
diagnosis and treatment plan. Treatments include both pharmacological treatments such as methylphenidate,
dexamphetamine or atomoxetine; and psychological interventions such as psychoeducation and cognitive
behavioural therapy targeted at the problems commonly associated with ADHD. Drug treatment for ADHD should
always form part of a comprehensive treatment programme that addresses psychological, behavioural and
educational or occupational needs. Children who have been diagnosed with ADHD should be offered treatment
throughout the critical period from adolescence into adulthood so that complications of ADHD like substance abuse,
antisocial behaviour, depression and anxiety can be prevented.
(Source UKAAN, SWYPFT Adult ADHD service))
Dyspraxia
Developmental Dyspraxia is an impairment or immaturity of the organisation of movement. It is a recognised
medical disorder. It is associated with problems of perception, language and thought. The term dyspraxia comes
from the word praxis, which means 'doing, acting'. It includes what to do and how to do it. The condition is thought
to affect up to 10% of the population in varying degrees with 2-4% severely affected. Dyspraxia sometimes runs in
families. There may be an overlap with ADHD, Dyslexia and Asperger's Syndrome. People with impaired coordination and/or perception often find routine tasks such as driving, household chores, cooking and grooming
difficult. They usually have a combination of the problems described below.
More in-depth explanation: Neural systems that are developing more slowly will have insufficient sensory
and motor integration foundation on which to build more complex movements. Recognised developmental
milestones may be affected with a pattern of late achievement in skills such as rolling, sitting, standing and
walking. Later more complex movements such as running hopping, jumping or kicking and catching a ball
may not be at peer level. Movements can be slow and hesitant and are not picked up instinctively, and
there may be lack of confidence to tackle new skills. PE and games may be avoided. Balance and stability
are often affected and the child may fall or trip over nothing. The control of fine motor skills such as
writing and art work are usually more difficult. Conceptual problems can occur such as mastering jigsaws
and sorting games when young, and producing graphs, maps and analysing in science and mathematics later
on.
People with dyspraxia usually have a combination of problems, including:
Gross motor co-ordination skills (large movements):
 Poor balance. Difficulty in riding a bicycle, going up and down hills
 Poor posture and fatigue. Difficulty in standing for a long time as a result of weak muscle tone. Floppy,
unstable round the joints. Some people with dyspraxia may have flat feet
 Poor integration of the two sides of the body. Difficulty with some sports involving jumping and cycling
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Poor hand-eye co-ordination. Difficulty with team sports especially those which involve catching a ball and
batting. Difficulties with driving a car
Lack of rhythm when dancing, doing aerobics
Clumsy gait and movement. Difficulty changing direction, stopping and starting actions
Exaggerated 'accessory movements' such as flapping arms when running
Tendency to fall, trip, bump into things and people
Fine motor co-ordination skills (small movements):
 Lack of manual dexterity. Poor at two-handed tasks, causing problems with using cutlery, cleaning,
cooking, ironing, craft work, playing musical instruments
 Poor manipulative skills. Difficulty with typing, handwriting and drawing. May have a poor pen grip, press
too hard when writing and have difficulty when writing along a line
 Inadequate grasp. Difficulty using tools and domestic implements, locks and keys
 Difficulty with dressing and grooming activities, such as putting on makeup, shaving, doing hair, fastening
clothes and tying shoelaces
Poorly established hand dominance:
 May use either hand for different tasks at different times
Speech and language:
 May talk continuously and repeat themselves. Some people with dyspraxia have difficulty with organising
the content and sequence of their language
 May have unclear speech and be unable to pronounce some words
 Speech may have uncontrolled pitch, volume and rate
Eye movements:
 Tracking. Difficulty in following a moving object smoothly with eyes without moving head excessively.
Tendency to lose the place while reading
 Poor relocating. Cannot look quickly and effectively from one object to another (for example, looking from
a TV to a magazine)
Perception (interpretation of the different senses):
 Poor visual perception
 Over-sensitive to light
 Difficulty in distinguishing sounds from background noise. Tendency to be over-sensitive to noise
 Over- or under-sensitive to touch. Can result in dislike of being touched and/or aversion to over-loose or
tight clothing - tactile defensiveness
 Over- or under-sensitive to smell and taste, temperature and pain
 Lack of awareness of body position in space and spatial relationships. Can result in bumping into and
tripping over things and people, dropping and spilling things
 Little sense of time, speed, distance or weight. Leading to difficulties driving, cooking
 Inadequate sense of direction. Difficulty distinguishing right from left means map reading skills are poor
Learning, thought and memory:
 Difficulty in planning and organising thought
 Poor memory, especially short-term memory. May forget and lose things
 Unfocused and erratic. Can be messy and cluttered
 Poor sequencing causes problems with maths, reading and spelling and writing reports at work
 Accuracy problems. Difficulty with copying sounds, writing, movements, proofreading
 Difficulty in following instructions, especially more than one at a time
 Difficulty with concentration. May be easily distracted
 May do only one thing at a time properly, though may try to do many things at once
 Slow to finish a task. May daydream and wander about aimlessly
Emotion and behaviour:
 Difficulty in listening to people, especially in large groups. Can be tactless, interrupt frequently. Problems
with team work
 Difficulty in picking up non-verbal signals or in judging tone or pitch of voice in themselves and or others.
Tendency to take things literally. May listen but not understand
 Slow to adapt to new or unpredictable situations. Sometimes avoids them altogether
 Impulsive. Tendency to be easily frustrated, wanting immediate gratification
 Tendency to be erratic ñ have 'good and bad days'
 Tendency to opt out of things that are too difficult
Emotions as a result of difficulties experienced:
 Tend to get stressed, depressed and anxious easily
 May have difficulty sleeping
 Prone to low self-esteem, emotional outbursts, phobias, fears, obsessions, compulsions and addictive
behaviour. According to the Dyspraxia Foundation, an undiagnosed dyspraxic child is five times more likely
than an average child to suffer from mental health problems by the age of 16.
Many of these characteristics are not unique to people with dyspraxia and not even the most severe case will have
all the above characteristics. But adults with dyspraxia will tend to have more than their fair share of co-ordination
and perceptual difficulties.
There is no cure for dyspraxia but there are many strategies that can help:
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Occupational therapists will look at fine motor and perceptual skills, together with activities of daily living
such as household tasks and organisational skills, and help develop strategies to improve these. They can
suggest suitable equipment to help with these tasks.
Speech therapists can help with speech or language problems and also sometimes with communication and
social skills.
Counselling can help to overcome some of the problems. Drugs such as anti-depressants can be of use
where depression and anxiety are a big problem.
Remember: a diagnosis can help you come to terms with your problems, put things into perspective
and improve your self-esteem. Think positively and keep your sense of humour. Many people with
dyspraxia are very creative, determined, persistent and intelligent. You can buy a book from the Dyspraxia
Foundation which shares practical hints about coping with the condition.
Try assertiveness and self-development classes or join a self-help group.
Join the Dyspraxia Foundation Adult Support Group to share your problems with others who understand.
Relaxation: Try to carry out some kind of relaxation exercise every day such as yoga or the Alexander
Technique.
Exercise: Try going to the fitness gym to improve your muscle strength and co-ordination. Do any
sport/activity that might improve your co-ordination and manual dexterity such as computer games,
bowling, swimming, rock climbing, walking and aqua aerobics. Find something that you really enjoy doing.
Organisation: Use diaries, calendars, post it notes to plan your daily life. Prioritise things you have to do
first. Finish one task before you start another. Mind maps and flow charts can be useful, particularly at
work. Use any implement in the home to help you carry out your daily tasks such as electric toothbrushes,
electric shavers, kettle-tippers, special tin openers and potato peelers, word processors with spell checks
and lap-top computers. If you are leaning a new sequence of actions, see that you get clear, precise
instructions. Use a video if this helps.
Dyslexia
Dyslexia is a specific learning difficulty that primarily affects the skills involved in accurate and fluent word reading
and spelling.
Characteristic features of dyslexia are difficulties in:
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Phonological awareness, verbal memory and verbal processing speed.
Dyslexia occurs across the range of intellectual abilities.
It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation,
concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how
the individual responds or has responded to well-founded intervention.
About 60% of dyslexic people have phonological difficulties and struggle to sort out the sounds within words. This
means that they have problems with reading, writing and spelling. The majority of dyslexic children have difficulty
with language, memory and sequencing processes of basic mathematics.
Dyslexia Action estimate around 4-5% of the population are Dyslexic but estimates vary and figures as high as 10%
are often quoted. It appears more common amongst boys than girls.
Symptoms of Dyslexia
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Dyslexia can affect spoken language, written language and language comprehension.
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Dyslexics have trouble breaking down unfamiliar words into letter-sound segments. As a result, reading
is slow and filled with errors.
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Dyslexics require extra time and effort to process language information.
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Dyslexics often need to be taught to look at words linearly, left-to-right.
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Dyslexics have difficulty in learning (and remembering) the names of letters.
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Dyslexics often fail to understand that words come apart; for example, that “batboy” can be pulled apart
into “bat” and “boy” and, later on, that the word “bat” can be broken down still further and sounded out as
‘b’ ‘aaa’ ‘t’
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Dyslexics often have a difficult time learning to associate letters with sounds, such as being unable to
connect the letter b with the /b/ sound.
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Dyslexics will sometimes make reading errors that show no connection to the sounds of the letters; for
example, the word “big” is read as “goat.”
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Dyslexics often struggle to read small “sight” words such as “that,” “an,” “in.”
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Dyslexics often substitute words with the same meaning for words in the text they can’t pronounce, such as
“car” for “automobile.”
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Dyslexics often omit parts of words when reading.
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Dyslexics often have difficulty remembering dates, names, telephone numbers, and random lists.
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Dyslexics often have an extreme difficulty learning a foreign language.
A different way of thinking
Some experts argue that it is incorrect to classify dyslexia as a problem with thinking, emphasising that it is just a
different way of thinking that makes use of other skills.
For example, most educational methods and many areas of work tend to emphasise the skills that people with
dyslexia have trouble with, such as reading, writing, remembering lists and sequences, and organising and planning.
However, the skills that people with dyslexia tend to be better at, such as creative thinking, visual awareness,
problem solving, and verbal communication, tend to only be emphasised in certain areas, such as the arts and the
media, plus a number of scientific disciplines including physics, mathematics and computer programming.
Brain imaging studies have shown that people with dyslexia use different parts of their brain, and that they make
more use of the right hemisphere, which is involved in the more creative aspects of thought.
Dyslexic Gifts
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Dyslexics often enjoy and excel at solving puzzles.
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Dyslexics have excellent comprehension of the stories read or told them.
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Most dyslexics often have a better sense of spatial relationships and better use of their right brain.
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Dyslexics have excellent thinking skills in the areas of conceptualization, reason, imagination, and
abstraction.
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Dyslexics have a strong ability to see concepts with a “big picture” perspective.
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Dyslexics are adept to excellence in areas not dependent on reading.
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Dyslexics typically have a large spoken vocabulary for their age.
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Dyslexics tend to be more curious, creative, and intuitive than average.
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Dyslexics’ special mode of thought easily produces the gift of mastery.
(Sources: NHS CHOICES, Dyslexia Action, British Dyslexia Association)
What is Tourettes?
Gilles de la Tourette syndrome (Tourettes) is a neurological condition. It’s estimated to affect more than 300,000
children and adults in the UK. ‘Tics’ are a key feature of Tourettes - these are the involuntary and uncontrollable
sounds and movements. The sounds are called vocal tics and the movements are called motor tics. Tourettes is
three times more common in males than it is in females.
What causes Tourettes?
There’s strong evidence to suggest it’s an inherited condition.
Why do people with Tourettes swear?
Most people with Tourettes don’t swear. This aspect of Tourettes only affects 10% of people who have it. There’s
Coprolalia and Copropraxia.
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Coprolalia means using obscene or unacceptable language.
Copropraxia means making obscene or otherwise unacceptable movements or gestures.
Diagnosis
For Tourettes to be diagnosed, multiple motor tics and at least one vocal tic must be present over a period of a
year without a break of more than three months.
What treatments are available?
While there’s no cure, there are some treatments available that can help control the symptoms.
There’s a wide range of drugs, which includes anti-psychotics, anti-hyperactives and anti-depressants, but none
that have been developed specifically for Tourettes.
Other types of treatment include behavioural therapies like Habit Reversal Therapy (HRT) and Comprehensive
Behavioural Intervention Therapy (CBIT). These aim to improve people’s awareness of their tics and teach
alternative movements that have less impact. Deep brain stimulation has also been used to treat Tourettes. This is
a neurosurgical procedure that places a stimulator in the brain. It’s used to treat other movement disorders such as
Parkinson’s and is currently being trialled in the UK for Tourettes.
Is Tourettes associated with any other conditions?
Over 85% of people with Tourettes have more than just tics. Common additional conditions, include: Attention
Deficit Hyperactivity Disorder (ADHD) and Obsessive Compulsive Disorder (OCD).
What are tics?
Tics are chronic (long-term) repetitive and involuntary sounds and movements. It’s possible to suppress tics for a
while, but eventually they have to be let out. It’s a bit like trying not to blink. Tics usually start in childhood
around the age of seven. For some people symptoms disappear as they get older, but for many Tourettes carries on
into adulthood. Tics can be as simple as blinking, grimacing or coughing, or as complex as jumping or uttering
complete phrases.
Tics can be experienced in lots of different ways by the same person. They can change over time and get more or
less intense in different situations. Some people find their tics reduce during absorbing activities.
What’s a vocal (or phonic) tic?
Vocal tics are involuntary noises or words. These can include whistling, squeaking, sniffing, coughing, yelping,
screaming, uttering words or phrases – and for some people, swearing.
Are tics saying what you’re thinking?
No. Most tics are totally random. This doesn’t mean they’re never triggered by what’s going on around you,
because sometimes they are. Tics tend not to be related to the actual thoughts or feelings of the person who has
them. Tics can sometimes involve saying the most inappropriate thing in a situation: for example, making a
comment about someone’s appearance or giving away a secret.
Do you ever say stuff on purpose and pretend you didn’t mean to?
This is something people with Tourettes are often accused of. I can’t speak for anyone else, but I’ve never claimed
something was a tic when it wasn’t. Tics tend to sound different from my normal speaking voice and most people
who know me can tell the difference without needing to ask.
(Source: Tourettes Hero)
Dyscalculia
What is Dyscalculia?
A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty
understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number
facts and procedures.
Dyscalculia is like dyslexia for numbers. But unlike dyslexia, very little is known about its prevalence, causes or
treatment. Current thinking suggests that it is a congenital condition, caused by the abnormal functioning of a
specific area of the brain. People with dyscalculia experience great difficulty with the most basic aspects of
numbers and arithmetic.
Best estimates indicate that somewhere between 3% and 6% of the population are affected. These statistics refer to
children who are ‘purely’ dyscalculic – i.e. they only have difficulties with maths but have good or even excellent
performance in other areas of learning. Around half of Dyslexics have issues with maths skills.
Typical symptoms of dyscalculia:
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Counting: Dyscalculic children can usually learn the sequence of counting words, but may have difficulty
navigating back and forth, especially in twos and threes.
Calculations: Dyscalculic children find learning and recalling number facts difficult. They often lack
confidence even when they produce the correct answer. They also fail to use rules and procedures to build
on known facts. For example, they may know that 5+3=8, but not realise that, therefore, 3+5=8 or that
5+4=9.
Numbers with zeros: Dyscalculic children may find it difficult to grasp that the words ten, hundred and
thousand have the same relationship to each other as the numerals 10, 100 and 1000.
Measures: Dyscalculic children often have difficulty with operations such as handling money or telling the
time. They may also have problems with concepts such as speed (miles per hour) or temperature.
Direction/orientation: Dyscalculic children may have difficulty understanding spatial orientation (including
left and right) causing difficulties in following directions or with map reading.
The following website has helpful links for dyscalculia information and support:
http://ddig.lboro.ac.uk/dyscalculia_web_links.html
Specific Language Impairments (SLI)
What is SLI?
Specific Language Impairment or SLI is a type of speech, language and communication need (SLCN).
Children with SLI are usually as able and healthy as other children in all ways, with one exception; they have
enormous difficulty talking and understanding language. This is their main area of difficulty.
Children with SLI are all very individual. They may:
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Have difficulty saying what they want to, even though they have ideas
Talk in sentences but be difficult to understand
Sound muddled; it can be difficult to follow what they are saying
Find it difficult to understand words and long instructions
Have difficulty remembering the words they want to say
Find it hard to join in and follow what is going on in the playground
SLI is a very broad category, with some children having mild problems that are short-lived. Others have severe and
persistent difficulties with both understanding and talking.
These difficulties are not associated with other conditions, such as cerebral palsy, hearing impairment or autistic
spectrum disorders. Children with SLI are often as clever as any other child of their age but they still have
difficulties with speech and language, hence the term ‘specific’, as difficulties are specific to this area.
It can be difficult to remember that they are often as able as their classmates; children with SLI often find ways of
getting by such as watching and copying. Having SLI can be frustrating for children; they may develop behaviour
difficulties because of this. Very often children with SLI have difficulty learning to read and spell.
What causes SLI?
There is no obvious cause of SLI. We know that the speech and language part of the brain does not develop in the
right way, even though there are no other problems, and that genes play an important part in causing SLI.
Unfortunately there is no medical test to see if a child has SLI or not.
How many children have SLI?
Studies have shown that in 5 year olds, SLI affects about 2 children in every classroom. It is more common in boys
than girls.
How can children with SLI be helped?
Children with SLI won’t learn language in the same way as other children, just by being spoken to and encouraged.
They need language to be taught. They need to get the right support to do this so that they can learn and develop
to their full potential. Without this support, SLI may cause a child lifelong difficulties.
Children with SLI will continue to need support throughout school. The type of difficulties a child with SLI has can
change as they get older. For example they may get better at understanding what other people are saying but still
struggle to put sentences together.
(Source: I CAN)
Dysgraphia (pronounced: dis-graf-ia)
Affects approximately 10% of the population. Dysgraphia is a developmental neurological disorder, dysgraphia
symptoms are characterised by the inability to write properly. Dysgraphia in fact refers specifically to the inability
to perform operations in handwriting. It could be described as an extreme difficulty with fine-motor skills.
Fine-motor skills are essential for good writing. Students with dysgraphia symptoms may have difficulties with the
simplest of writing tasks; their handwriting will barely be legible; the writing will appear incorrect; distorted; have
letters of different sizes and different size spaces between letters. Student’s have particular difficulties following a
straight line and keeping to a margin. Students with dysgraphia find it particularly painful when writing by hand.