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Specific Learning Difficulties/Differences (SpLD )
Neuro-developmental conditions that affect the individual’s abilities to learn in normal contexts by traditional methods
Discrepancy between the individual’s general intellectual abilities and their abilities in certain areas of learning or under certain circumstances
Distinct from global learning difficulties
SpLD arise from processing differences rather than intellectual impairment

A number of SpLD have been individually labelled because of certain features: dyslexia (difficulties with reading and/or spelling) dyspraxia (motor coordination difficulties) dyscalculia (difficulties with number concepts/calculation) dysgraphia (difficulties with handwriting) attention deficit (hyperactivity) disorder (concentration difficulties and impulsivity) autistic spectrum disorders (social communication difficulties) specific language impairment (language difficulties – without other obvious cause)
Tourette Syndrome (vocal/physical tic disorder)
More than one SpLD may occur or SpLD may overlap in the same person.
In adults, SpLD may be undiagnosed

Identifying SpLD-type difficulties in ESOL learners
Generally speaking, the majority of learners won’t be troubled by SpLD (say, 10%)
Possibly to be considered only where unexpected difficulties emerge
Difficulties in learning (compared with others) may not be recognised at an early stage and not until the tutor is more familiar with the learner
However, at a first meeting, particular areas of difficulty may be detected and deserve attention
These would include:
Visual and visual processing difficulties
Auditory processing difficulties
Memory difficulties
Global learning difficulties (intellectual impairment)

Early indications of SpLD-type difficulties
No need to test – just be aware
Visual and visual processing difficulties are common in SpLD conditions and, in themselves, will impair learning:
Discomfort; difficulties seeing print – small v large; missing out lines/losing place; convergence may be difficult for non-experienced readers.
http://www.youtube.com/watch?v=uMX
QAr6oP-o
Auditory processing difficulties will cause additional difficulties for ESOL learners.
Hearing generally – hearing/listening difficulties; auditory discrimination (confusion with sounds?); difficulties with repeating spoken words.
Could be unfamiliarity with spoken English sounds or an auditory processing problem.
http://www.youtube.com/watch?v=5xQ
E2qMVt5M

Memory and learning
Short term memory mostly uses acoustic coding (remembering by sound) - phonological loop
Long term memory codes semantically (remembering by meaning and association)
Working memory uses information from short term and long term memory to achieve goals

Short term memory
Temporary store for information before it is either processed into long term memory or forgotten
Limited capacity (4 chunks maximum?) and capacity varies between individuals
Requires attention or rehearsal (looping) or information will quickly decay
Copy down all the numbers

Short term memory
Temporary store for information before it is either processed into long term memory or forgotten
Limited capacity (4 chunks maximum?) and capacity varies between individuals
Requires attention or rehearsal (looping) or information will quickly decay
Copy down all the numbers

Working memory
Uses short term memory and long term memory for temporary processing such as calculations –
7x43=
Requires attention or it breaks down
Includes transfer of information into long term memory
Important in learning – a better predictor of academic achievement than IQ
Independent of IQ

Short-term memory and working memory failure
Will impact on both reading and listening taking notes answering questions problem solving transfer into long term memory (learning)
Problems with working memory can go unrecognised and may be dismissed as: lack of motivation lack of effort lack of interest
Fatigue can result in giving up on tasks, loss of interest, behavioural problems

Short-term memory and working memory failure
Distraction can cause loss of attention
Rate of input – over-writing
Amount of input - overload
Limited capacity - overload
Multi-tasking (writing/spelling/listening) will reduce capacity and efficiency

Checking memory
Normally checked by remembering sequences and repeating back – auditory, visual; forwards, backwards etc
Formal testing probably best left to clinical testers but workers may notice limitations in ability to hold information, repeat multisyllabic words or sequences and difficulties with retaining information (transfer to long term memory)
What can we do to assist a learner with a poorer short-term/working memory?
Individualised learning where possible
Slow down on input!
Fewer chunks of information – limit input to manageable amount
Regular reinforcement, breaks, over-learning (10 mins, 30 mins, 1 hour, 24 hours etc.)
Multisensory teaching
Reduce distractions and multitasking pressure
Link to long-term memory (association with what the person already knows)
Does any of this make a difference?

SpLD or global learning difficulties
Difficulties with learning may be caused by SpLD or by intellectual impairment (or both)
Care worker/care plan?
(an interpreter would be very useful)
Able in L1 – speaking/understanding/reading/writing – education information?
Living independently (eg own house, cooking, shopping etc)?
Employment (current and previous jobs)?
How other learners relate to the individual
Involve care worker in learning
Establish what learner does day to day and fit learning to practical tasks – selfreinforcement
Be realistic
Work to short term achievable goals
Over-learning

Early indications of SpLD-type difficulties
Other features to be aware of:
Coordination difficulties/physical awkwardness
Attention/concentration/distractedness
Hypersensitivity – light, sound, allergies/asthma
Organisational issues – rambling, prattling
Social awkwardness/body language/eye contact
Processing and brain functioning
SpLD are conditions arising from differences in brain developments that make processing more difficult I certain areas. Brain functions need large amounts of energy (20% - 25%).
Additional stress on neural functions caused by SpLD uses available energy more quickly causing fatigue – which can in turn affect processing, attention, coordination etc.
Stamina and fatigue are central issues for those with SpLD

SpLD? Dyslexia-like difficulties
Discrepancy between intellect and the ability to learn literacy
Difficulties with pronunciation or ‘getting the right word out
Organisational difficulties
Timekeeping and directions may be problematic
Forgetting instructions and generally poor short-term memory
Sequencing difficulties
Family history of similar difficulties
Possibly difficulties with co-ordination
Unusual learning styles or coping strategies
Low self esteem is common
Air of distraction

SpLD? Autistic -like difficulties
Scatter skills – gap areas; highly focused on interests and details; disinterest in areas that don’t affect the individual directly.
Difficulties with generalisation and idiomatic speech literal interpretation of language.
Over-formal speech patterns
Difficulties with co-ordination – floppy joints (handwriting, fatigue)
Stress in social situations, difficulty relating to others; lack of social skills/difficulty with social “rules” and norms; non-verbal communication (eye contact; body language cues) – may appear to be rude.
Repetitive behaviour (OCD?); preferring consistency; discomfort with change
Family history of similar difficulties
Air of distraction

Working with SpLD
No single approach for conditions – characteristics and presentation vary even within labelled conditions – individual differences and individual solutions
Most adults with SpLD won’t have been assessed or labelled but may still have difficulties with: short-term/working memory organisation coordination learning environment learning preferences physical and mental issues

What should practitioners look out for/take account of/arrange?
1 Organisational difficulties
2 Coordination and orientation difficulties
3 Learning environment
4 Learning preferences
5 Physical and mental issues

Organisational difficulties
Chaotic lifestyle
Sorting of ideas – grouping – from specific to general; from general to specific
Organising study/writing – difficulty separating important points from minor details
Planning – essays, the day/ week/ month
Timekeeping – lateness, judging time needed
Forgetting things; forgetting to do things, losing things
Changes in routine cause difficulties
Lengthy tasks may cause problems

Orientation and Coordination
Visual and visual processing problems
Clumsiness – gross motor
Handwriting – fine motor
Confusion in unfamiliar settings – losing direction
Confusion with left/right, up/down
History of problems with eg tying shoelaces, riding a bicycle, catching a ball
Accident prone

Learning environment
Lighting
Noise
Distractions – people, clutter, decoration (sensory overload)
Privacy and individual space
Respect for learners
Consistency
Informal vs cluttered
Formal vs organised

Learning preferences
Individual
Sensory preferences - visual, auditory, kinaesthetic
(movement/touch)
Sensory modalities may be weaker in particular areas
Preferences may change with subject matter
Type of input needs consideration – spoken; written material; images; diagrams; colour; movement/touch (eg keyboard or handson doing); discussion (talking and listening) . . .
Multisensory and varied

Physical and mental issues
Lack of self esteem
Depression/anxiety/stress
Allergies, asthma appear to be more common (hypersensitivity)
Stamina and fatigue
Personal space/body language

The adult learning worker’s role is not to “cure” or change differences, but to assist/enable learners to achieve their potential by helping overcome barriers to learning that these conditions present.
This implies adapting conditions and finding coping strategies to suit the individual.
Areas for consideration: teaching methods/pace/style/frequency coping strategies learning environment tools/aids

Area of difficulty
Teaching
Methods
Coping Strategies Learning
Environment
Tools/Aids Other
Good long term memory, poor short term memory
Easily distracted
Poor with verbal instructions.
Taking notes is a problem
Problems writing and listening at the same time
Formal learning has always been a problem
Generally disorganised
Poor concentration
(tuning out)
Poor time management
Mindmaps/ colour/ multi-sensory
Develop individual, relevant coping strategies
Variety/ regular breaks
Give written notes beforehand
Not too many instructions at once
Mindmapping
Slow down rate of input
Understand what works for you
Discuss/ repeat/ write down.
Request notes beforehand
Quiet area
Own desk
Quiet area
Own desk
Natural light
Request notes beforehand/ record information/ ask others for notes.
Quiet area
Own desk
Informal work space
Negotiate/ discuss
Variety of teaching methods
Consistent / patient
Chunk learning/ variety
Take time to organise work- notes/ plan the day, week
Drink water/ doodling/ stress ball
Music/ quiet area
Flexibility/ encourage
Set alarm on mobile/ diary/ calendar sheet
Assistive software – mystudybar/ readwrite texthelp
Earphones/ music
Voice recorder
Recorder on mobile/ laptop
Be aware of visual difficulties/ visual perceptual difficulties
Auditory processing difficulties
Acknowledge effect of fatigue
Voice recorder
Recorder on mobile/ laptop
Radio/ cds/ earphones
Mobile phone

Area of difficulty
Teaching
Methods
Coping Strategies Learning
Environment
Tools/Aids
Can experience sensory overload
Limit teaching methods
Good days and bad days
Flexibility – keep it manageable
Discussion Intelligent with good verbal ability
Poor handwriting Computer for writing
Slow down on bad days – revise work already covered
Use discussion to help learning. Ask questions.
Computer/ Word
Slow reader but accurate
Magnifier / overlay/ reading matter?
Text to speech software
Limit distractions in work area
Relaxed/ informal/ friendly
Earphones
Quiet workspace/ no distractions/ natural light
Computer
Earphones/ text to speech software
Talks rather than listening
Agree to take turns
Reads quickly but inaccurately
Slow down reading/ focus on problem words
Very fidgety – drums fingers, etc
Lacks confidence in groups
Regular breaks/ variety/ check interest/ multisensory
Privacy/ 1:1
Note down information for later/ record info
Text to speech software
Stress balls/ doodling/ grounding with feet
Good reader, poor spelling
Focus on important words/ look for common problems
Spellchecker
Quiet workspace/ no distractions
Quiet workspace/ no distractions/ natural light
Text to speech software
Quiet workspace/ no distractions/ natural light
Other
Be aware of visual difficulties/ visual perceptual difficulties
Auditory processing difficulties
Acknowledge effect of fatigue