Inclusion and Intervention

Specific Learning Difficultiesin Adults

Specific Learning Difficulties/Differences (SpLD)

Distinct from global learning difficulties

Discrepancy between the individual’s general intellectual abilities and their abilities in certain areas of learning or under certain circumstances

SpLD arise from processing differences rather than intellectual impairment

Neurodevelopmental conditions that affect the individual’s abilities to learn in normal contexts by traditional methods

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)

auditory/visual processing difficulties can impair learning and often accompany SpLD

More than one SpLD may occur or SpLD may overlap in the same person.

In adults, SpLD may be undiagnosed

A number of SpLD have been individually labelled because of certain features:

http://www.dystalk.com/talks/57-dyslexia-dyspraxia-amp-overlapping-learning-difficulties

SpLD and the whole person

The high proportion of co-occuring SpLD conditions in individuals and the high number of shared characteristics across different labelled conditions suggests that the labels themselves may be artificial.

The degree of crossover can make identification of conditions difficult.

Professor Amanda Kirby, University of Wales discusses this difficulty and recommends working with the “whole person” focusing on individual strengths and adjusting for individual weaknesses:

SpLD spectrum – problem areas

Types of memory

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

Measuring working memory

n-back test (eg 2-back; 3-back)

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

Short term memory and working memory failure

Effectstaking notesanswering questionsproblem solvingtransfer 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

What can you do to assist a learner with a poorer short-term/working memory?

SpLD spectrum – problem areas

What should we take account of?

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

Organisational difficulties

What should we take account of?

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

What should we take account of?

Learning environment

Lighting

Noise

Distractions – people, clutter, decoration (sensory overload)

Privacy and individual space

Respect for learners

Consistency

Informal vs cluttered

Formal vs organised

What should we take account of?

Learning preferences

What should we take account of?

Physical and mental issues

Lack of self esteemDepression/anxiety/stress

Allergies, asthma appear to be more common (hypersensitivity)

Stamina and fatigue

Personal space/body language

SpLD spectrum – problem areas

Main Points

Labels may be artificial:conditions blend into each other and even within labelled conditions effects vary.

Problem areas are shared across labelled conditions.

Most adults with SpLD won’t have been assessed or labelled but may still have difficulties with:

short-term/working memory organisation coordination environment learning preferences physical and mental issues

Main Points

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

SpLD Spectrum difficulties – ideas for action

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

Variety/ regular breaks

Give written notes beforehandNot too many instructions at onceMindmapping

Slow down rate of input

Negotiate/ discussVariety of teaching methods

Consistent / patient

Chunk learning/variety

Flexibility/ encourage

Develop individual, relevant coping strategies

Understand what works for you

Discuss/ repeat/ write down.Request notes beforehand

Request notes beforehand/ record information/ ask others for notes.

Take time to organise work- notes/ plan the day, weekDrink water/ doodling/ stress ball

Set alarm on moblile/ diary/ calendar sheet

Quiet areaOwn desk

Quiet areaOwn deskNatural light

Quiet areaOwn desk

Informal work space

Music/ quiet area

Assistive software – mystudybar/ readwritetexthelp

Earphones/ music

Voice recorderRecorder on mobile/ laptop

Voice recorderRecorder on mobile/ laptop

Radio/ cds/ earphones

Mobile phone

Be aware of visual difficulties/ visual perceptual difficulties

Auditory processing difficulties

Acknowledge effect of fatigue

Area of difficulty

Teaching Methods

Coping Strategies Learning Environment

Tools/Aids Other

                         

       Can experience sensory overload

Good days and bad days

Intelligent with good verbal ability

Poor handwriting

Slow reader but accurate

Talks rather than listening

Reads quickly but inaccurately

Very fidgety – drums fingers, etc

Lacks confidence in groups

Good reader, poor spelling

Limit teaching methods

Flexibility – keep it manageable

Discussion

Computer for writing

Magnifier / overlay/ reading matter?

Agree to take turns

Slow down reading/ focus on problem words

Regular breaks/ variety/ check interest/ multi-sensoryPrivacy/ 1:1

Focus on important words/ look for common problems

Slow down on bad days – revise work already coveredUse discussion to help learning. Ask questions.

Computer/ Word

Text to speech software

Note down information for later/ record info

Text to speech software

Stress balls/ doodling/ grounding with feet

Spellchecker

Limit distractions in work area

Relaxed/ informal/ friendly

Quiet workspace/ no distractions/ natural light

Quiet workspace/ no distractions

Quiet workspace/ no distractions/ natural light

Quiet workspace/ no distractions/ natural light

Earphones

Computer

Earphones/ text to speech software

Text to speech software

Be aware of visual difficulties/ visual perceptual difficulties

Auditory processing difficulties

Acknowledge effect of fatigue

• www.educationscotland.gov.uk