Difficulties and Differences

‘A child has a learning difficulty if he has a significantly greater difficulty in learning than the majority of children of his own age or if he has a disability which prevents or hinders him from making use of educational facilities of a kind generally provided in schools for children of his own age.’ Education Act 1981

Learning difficulties may stem from a variety of factors such as cognitive processing differences or difficulties, inappropriate curriculum, a long period of absence from school, a low general ability, mismatch between learning style of pupil and teaching style of teacher or some social and emotional problems.
‘The curriculum should respond to individual needs and support particular aptitudes and talents…’ ACfE

Points Arising from Research

There is a strong tendency to locate problems within the pupil rather than within the school/curriculum.
Interactive approaches help to focus attention on the match between what the pupil brings and needs and what the learning situation offers
In order to engage the learner we have to offer learning experiences that are meaningful and intrinsically motivating
A policy of segregation impoverishes the life experience of children in mainstream schools and provides a breeding ground for fear and prejudice against the minorities who are excluded
A significant number of young people leave compulsory education without the intellectual and social skills, which are necessary for adult life
Individuals who are at risk of being marginalized or alienated from schooling must be supported effectively
Some parents of children who required additional support said that they often had to fight for the support their child needed

Key Elements of Learning Difficulties

Autistic Spectrum Disorders

Autism is a medical condition involving a range of conditions that affect the way a child may communicate or relate to another person. Autism can occur at a variety of levels from mild to severe learning difficulties.

Lack of social skills and empathy for others, often being seen to be in a ‘world of his own’
Dislike of change and preference for routines. Changes to routines may upset and confuse child
Obsession with one subject and evidence of exceptional skills in this.
Inability to express himself and poor command of language
Indulgence in repetitive behaviour such as rocking, making noises or repeated physical movements

Aspergers’s syndrome

Part of the autistic spectrum. Children usually exhibit many of the same tendencies as those with autism, but tend to be more sociable and well mannered with a good sense of humour.

Dislike working in groups and lack creativity and imagination.
Show repeated motor movements or have specific rituals or routines. Obsession with certain areas of a task or subject.
Inappropriate or naïve interaction with others.

Dyspraxia

This can vary from being mild to severe. It may affect speech and will cause motor problems

Very low self-esteem and possible mental or anxiety problems in later life.
Affects physical movement, organisation, academic learning and life skills.
Problems coping with multisensory stimuli discomfort if given too much visual or aural information all at once.
Literacy difficulties, may appear clumsy and disorganised. Good verbal skills
Lack of concentration and motivation, appears lazy or distracted.

Specific Literacy Difficulties – dyslexia

Boys are three times more likely to be affected by dyslexia than girls. There are three main types: Visual, Auditory and Motor

Dyslexia causes significant problems with reading, writing and spelling (numeracy)
Difficulty in reading aloud, taking long time reading even short passages.
Poor short-term memory, difficulty distinguishing left and right.
Reversal of numbers and letters
Obvious frustration or lack of self-esteem.

Attention Deficit Hyperactivity Disorder/ Attention Deficit Disorder

ADHD and ADD are genetically determined medical conditions, which affect the parts of the brain that control attention, concentration and impulses. They are three times more common in boys than girls and are characterised by:

Restlessness
Mood swings
Poor concentration
Disruptive, impulsive behaviour

Reflection and Discussion

How can you best meet the needs of disadvantaged pupils in your class?

How do you take account of the differing levels of ability amongst a class?

How do you determine pupils’ most appropriate learning style?

Activities Relating To the Issue of Learning Difficulties and Difference

Key element	Objective	Action
Autistic Spectrum Disorders	Dislike of change and preference for routines. Changes to routines may upset and confuse child	Use visual aids to help explain work or to signify what you would like the child to do –visual timetables
Aspergers’s syndrome	Dislike working in groups and lack creativity and imagination.	Concentrate on simple, positive commands. Encourage calm, co-operative behaviour and allow pupil to socialize if he wants to. Explain the importance of interaction and empathy
Dyspraxia	Literacy difficulties, may appear clumsy and disorganised. Good verbal skills	Keep spoken instructions clear and direct. Repeat them if necessary and get pupil to repeat, check for understanding
Specific Literacy Difficulties – dyslexia	Dyslexia causes significant problems with reading, writing and spelling and sometimes numeracy	When marking work, do not highlight all the mistakes or use too much red pen, as this will be very daunting for any pupil. Where possible use a more ‘friendly’ colour and use simple symbols to show any mistakes
ADHD and ADD	ADHD sufferers have trouble focusing and keeping on-task	An excellent strategy to reduce unwanted movement is to give the student a stress ball to play with. This gives him something to focus on kinaesthetically while listening to your instructions at the same time.