Specific Learning Difficulties/Differences (SpLD )

1. ESOL Practitioners’ Network MeetingFriday 28th June 2013:Specific learning difficulties/differences

2. 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

3. 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

5. 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)

6. 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=uMXQAr6oP-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=5xQE2qMVt5M

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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?

14. 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 – self- reinforcement Be realistic Work to short term achievable goals Over-learning

15. 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

16. 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

17. 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

18. 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

19. What should practitioners look out for/take account of/arrange? • Organisational difficulties • Coordination and orientation difficulties • Learning environment • Learning preferences 5 Physical and mental issues

20. 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

21. 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

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

23. 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 hands-on doing); discussion (talking and listening) . . . Multisensory and varied

24. 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

25. 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

26. 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 beforehand Not too many instructions at once Mindmapping Slow down rate of input Negotiate/ discuss Variety 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, week Drink water/ doodling/ stress ball Set alarm on mobile/ diary/ calendar sheet Quiet area Own desk Quiet area Own desk Natural light Quiet area Own desk Informal work space Music/ quiet area Assistive software – mystudybar/ readwrite texthelp Earphones/ music Voice recorder Recorder on mobile/ laptop Voice recorder Recorder on mobile/ laptop Radio/ cds/ earphones Mobile phone Be aware of visual difficulties/ visual perceptual difficulties Auditory processing difficulties Acknowledge effect of fatigue

27. 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-sensory Privacy/ 1:1 Focus on important words/ look for common problems Slow down on bad days – revise work already covered Use 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