Specific Learning Difficulty

Specific Learning Difficulties (SpLD) is a term given to a number of conditions that affect a person’s ability to learn. SpLD are characterised by particular difficulties with one or more of the processes required for fluent reading, writing and number work.

They might include difficulties with memory, organisation and co-ordination. People with SpLD may have average or above average intelligence, but they typically perform less well in some aspects of learning than in other activities.

Examples of SpLD are dyslexia and dyscalculia, with dyslexia being the most commonly diagnosed. The characteristics of these conditions overlap and vary in degree between individuals.

Those affected by dyslexia and dyscalculia or any combination of these learning difficulties, often underachieve within the education system unless they receive appropriate support enabling them to minimise their weaknesses and utilise their strengths. Many underperform in examinations.

Dyslexia

Dyslexia is a language-based learning difficulty and refers to a cluster of symptoms which result in people having difficulties with specific language skills. Although individual cases vary, many people with dyslexia can experience difficulties in one or more of the following areas: Reading, Writing, Spelling, Concentration, Memory, Organisation and Speech.

While many people with dyslexia share the above difficulties, it is worth remembering that the condition can vary greatly in its symptoms from one person to another. Hence, make no assumptions about a student’s requirements – ask the student what support they need. Many students with dyslexia have developed compensatory strategies to cover their difficulties. This allows many to cope well with their coursework. For others, however, the demands placed on them at third level mean that they may have to abandon old habits and develop new coping and learning strategies.

Dyscalculia

Dyscalculia is a learning difficulty involving the most basic aspect of arithmetical skills. The difficulty lies in the reception, comprehension, or production of quantitative and spatial information. Students with dyscalculia may have difficulty in understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Students may struggle to conceptualise numbers, number relationships and the outcomes of numerical operations. These can relate to basic concepts such as telling the time, calculating prices and handling change.

Impact on learning

The characteristics of Specific Learning Difficulty overlap and vary in degree between individuals. Characteristics include:

Reduced reading rate and comprehension skills creates difficulties where students must deal with a large amount of material in a short space of time, or when many new words or concepts must be learned and incorporated into understanding.
Difficulties with written expression, spelling and grammar.
Difficulty taking notes during lectures.
Students can have difficulty following sequences or complicated directions as a result of challenges related to short-term memory and cognitive processing. This can also lead to difficulties with integrating material from a number of sources.
Information overload leads to confusion resulting from having more ideas than can be translated into acceptable words or structures.
Difficulties with ‘search and locate’ strategies and in independent learning generally.
Heightened anxiety levels are common in test or performance situations – anxiety about performing in front of others may affect participation in tutorials.
First year students, in particular, may find the unstructured freedom of third level uncomfortable in comparison to the structured, controlled environment of the school system and will need input to help them plan and manage their time effectively.

Despite their individual characteristics, students with Specific Learning Difficulties are known to share a common learning style, which is characterised by:

A tendency towards holistic thinking (looking for overall patterns and relationships and different sides to a situation or task).
Original and lateral problem-solving skills.
Developed visual or spatial skills.
A preference for intuitive non-rational thought rather than rational explanations.
A reliance on long-term memory and a need to associate ideas in order to fit them into memory.
A need to compensate for poor short-term memory by over-learning facts.
Difficulty in tracking direction and time and using numbers.

How you can help

Familiarise yourself with the recommendations made in the Student’s LENS Report.

During Lectures

Please refer to the section on Inclusive Teaching and Assessment.
Use the principles of Universal Design when developing your materials. Now is a good opportunity for you to enrol in the Universal Design in Teaching and Learning Badge.
Provide lecture notes in advance if possible.
Repetition/Highlighting of key points
Be sensitive of possible self-consciousness by the student about speaking or reading aloud in lectures and tutorials.
Provide a written outline of the course/module including details of how it will be assessed and dates for when assignments must be submitted.
Providing exemplars or rubrics for assignments can be a helpful study resource for students with a Specific Learning Difficulty.
Support the use of Assistive Technology in the classroom.

Preparing and Providing Written Materials

Keep writing style clear and concise.
Try to use printed text rather than handwritten notes.
Keep the layout clear and simple.
Avoid patterned backgrounds.
A single clear font such as Arial or Calibri is easier to read than mixing fonts or the use of serif fonts such as Times Roman.
Try not to use dense blocks of text – use paragraphs, headings and subheadings, bullet points, numbered lists etc.
Highlight text by using bold font, rather than underline or italics.
Avoid red and green ink, as these colours are particularly difficult to read (this will also benefit those students who are red-green colourblind).
Use alternative ways of presenting information as well as text — flow charts, diagrams, graphs etc.

Exam accommodations

For all in-class assessments please refer to the exam accommodations detailed in the student’s Learning and Educational Needs Statement (LENS) document.

Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include:

• Alternate Venue
• Extra time
• SLD Marking Guidelines

Impact on placement

Dyslexia and Dyscalculia are wide-ranging conditions that impact on individuals differently. It is important to note that generally, students with a Specific Learning Difficulty will tend to flourish in the practical workplace environment.

Challenges experienced by a student with Dyslexia may include:

Written expression, spelling and grammar.
Taking notes during meetings.
Heightened anxiety levels around oral feedback presentations or reading aloud.

Challenges experienced by a student with Dyscalculia may include:

Written numbers, counting backwards, graphs, charts, or Excel worksheets. 
Anxiety related to doing math unexpectedly or doing ‘mental’ calculations.

Some students may experience a challenge with quickly calculating numerical values - for example, when handling change.

Placement Reasonable Accommodations

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting for a Placement Needs Assessment prior to the commencement of the role.

Examples of reasonable accommodations may include:

Supervisor to be aware that the student has dyslexia and may have difficulties associated with spelling and grammar and would therefore benefit from being given additional time to read and produce written work.
Supervisor to be aware that the student has dyscalculia and may have difficulties associated with mathematics and numerical tasks and would therefore benefit from being given additional time to process and complete necessary calculations.
Student may use assistive technology solutions to assist with written work.
Where possible, student to be given reading materials in advance.
Provide written backup such as an e-mail for verbal information or instructions.
Identify a mentor/work buddy so that the student can clarify any issues they may have with that person and if that person can also check in regularly with the student.