Common Learning Difficulties
- Click here for "Tips to support your child as they start secondary school"
- Click here for "Help with Dicey Spellings" - a handy guide on how to help your child learn to spell
Both these documents provide helpful information that can help ALL children, and particularly those with learning difficulties.
Dyslexia and General Literacy Issues
Dyslexia is a difficulty often associated with weak literacy skills. However, it also commonly affects working and short-term memory. This often means that whilst the child might understand perfectly well in the lesson, the information will not be retained. Additionally, some have slow processing skills, meaning that it will take longer to organise their thoughts and/or sequence information. Dyslexia affects people across the IQ spectrum. Some pupils have very mild dyslexia, are extremely bright and are therefore not particularly adversely affected. For others the severity of the dyslexia can be quite disabling.
Different strategies work for different pupils who may have dyslexic tendencies:
- A handy resource to always have near to hand is the small white-board on the school planner and dry-marker!! Fantastic for modelling questions and concepts as well as practice writing out answers and correcting spelling before writing it in books.
- A lot of effort goes into the skill of actually writing words on paper. Pupils may wish to record their work via alternative methods:- star diagrams, pictures, taping, word-processing.
- Put together a list of subject-specific vocabulary.
- Some pupils will find it far easier to read words on pastel coloured paper. Use of coloured paper and overlays are also very handy to read through
- Remember that poor organisational skills often come hand in hand with Dyslexia. Always ensure that equipment is available and ensure that homework is written clearly in their planners.
For more help and advice on dyslexia contact:
www.bdadyslexia.org.uk British Dyslexia Association
www.hantsda.org.uk Hampshire Dyslexia Association
www.dyslexiaaction.org.uk Dyslexia Action (formerly Dyslexia Institute)
Dyslexia Action Winchester Centre's Parent Awareness Course
Dyscalculia - the Maths version of Dyslexia
Many of the strategies employed for Dyslexia can be employed for Dyscalculia. Many pupils who have dyslexia may also have dyscalculia, but not all! They may also exist purely in their own form, without any sign of the other learning difficulty. A major discrepancy between the pupils’ general ability and their Maths ability may indicate dyscalculia not always. Pupils should:
- Try not to clutter the page with too many tasks.
- Ensure that they understand what it is that they are required to do before they commence.
- Seek to linki Maths into real-life situations is always a fantastic strategy to adopt. Think shopping, banking, footballers wages, paying for downloads!
Asperger Syndrome
Asperger Syndrome is the most common form of Autistic Spectrum Disorder in mainstream schools. Students with AS generally have agood level of language and intelligence acquisition but communicating their acquired language can be problematic. Pupils may often have a great deal of difficulty in verbalising anything beyond concrete reality, abstract concepts and emotional considerations are extremely difficult.
Communication and emotional indifference are the main social barriers the AS pupil will face, sometimes causing them great stress and anxiety. ASD pupils will become extremely anxious and stressed if there are breaks in their normal routines.
For more help and advice on Asperger Syndrome contact:
Cognition Difficulties
Pupils working well below expected standards of progress, as laid down within the National Curriculum level descriptors, may have learning and cognition difficulties. Types of difficulty and their level of need may vary greatly from pupil to pupil. We spend much time at The Westgate school considering differentiation!
Dyspraxia
Children with Dyspraxia have difficulty gross and fine motor skills. This may have result in difficulties with spatial awareness, perception, organisational skills and thought processes. Dyspraxia is particularly apparent in Physical Education, handwriting, English and Maths. Pupils should:
- Use exercise books with wide lines where possible.
- Allow plenty of time to get changed for PE.
For more help and advice on dyspraxia contact:
www.dyspraxiafoundation.org.uk
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is a neurobehavioral developmental disorder. Common traits are impulsivity, lack of impulse control, being very easily distracted – hence having trouble remaining on task, inability to focus and concentrate, inappropriate behaviour and thoughts, inability to organise themselves, inability to listen and engage, inability to engage in tasks that are lengthy in time, rushes their work to finish as soon as possible – regardless of mistakes or presentation, difficulty in waiting to take their turn, fidgets, moves around the classroom at inappropriate moments, difficulty remaining seated for sustained periods, often distracts other pupils, talking over teachers, full of energy! Pupils should:
- Always try to work with the teacher.
- Think about the best area to be seated. Seating that faces into a wall is generally a good idea – it alleviates distractions and removes the audience. Seating at the rear of the class can also have positive affects.
- Repeat back instructions so that they may check for understanding.
For more help and advice on ADHD and ADD contact:
www.adders.org This is a UK-based site offering a forum and details on support groups
www.kidshealth.org/parent/medical/learning/adhd.html This is US-based and full of useful information
Other useful websites:
www.afasic.org.uk For information on Speech and Language Impairments