Specific Learning Difficulties

Background

Specific Learning Difficulties (SpLDs), e.g. Dyslexia, Dyspraxia, ADHD, and Asperger’s Syndrome, revolve around problems encountered with one or more of the processes used in understanding and working with spoken or written language, communication or with the organisation of movement.  They frequently occur in people of average or above average intelligence and the exact nature and extent of these difficulties will vary from one student to another.  They are sometimes seen in isolation but often the student will have one or more SpLD.

Students with SpLD have to develop alternative approaches to learning.  By the time a student reaches third level education they will have built learning strategies, probably without even realising it.  However, planning and writing essays, note taking and effectively reading the volume of information required may be difficult and time consuming.  Exams and revision may be daunting and extra stressful. (Royal Holloway, University of London ‘Guidelines for Supporting Students with Specific Learning Difficulties’ http://www.rhul.ac.uk ) Many students do enter third level education without a diagnosis of their difficulties. 

Dyslexia

Dyslexia is a neurological developmental disability or learning difference that manifests to varying degrees between individuals.  It is a lifelong condition that impairs cognitive processes, most notably those of language and memory.  It occurs independently of social class and intelligence.  Students may enter third level education without having their dyslexia identified.  Their abilities may have been masked and they may have developed compensatory strategies to cope.

Difficulties that students encounter at third level include:

• Listening and taking notes in lectures.
• Reading large amounts of difficult material.
• Planning and writing essays and assignments.
• Revising for and taking written, timed exams.
• Organising study time.
• Stress, lack of confidence, low self-esteem and general emotional discord.
• Students with dyslexia generally have to work much harder than their peers in order to achieve similar grades.

Dyspraxia

Dyspraxia (or Developmental Co-ordination Disorder) is an impairment of the organisation of movement that is often accompanied by problems with language, perception and thought.  For the majority of those with the condition there is no known cause.  In many ways dyspraxia and dyslexia overlap and co-exist in the same person.  The pattern of difficulties may vary widely from person to person as with dyslexia.

Students with dyspraxia may experience some of the following difficulties:

• Difficulty in planning and organising essays logically.
• Writing may be slow, poor or illegible.
• Erratic spelling and punctuation.
• Poor memory – especially short-term memory causing problems when revising for exams.  Lack of organisation of thought may make it hard for them to make sense of information when listening or reading instructions, taking notes and dealing with maps or charts.  They can end up missing appointments and handing in assignments late.
• Concentration – they may take a long time to complete a task or find it difficult to do more than one thing at a time.
• May have difficulties when using a computer, especially in moving fingers across a keyboard accurately.
• May have difficulties tracking print and dealing with text on screen

ADHD

ADHD (Attention Deficit Hyperactivity Disorder) is a persistent pattern of inattention or hyperactivity/impulsivity which occurs in academic, employment and social situations.  It arises during childhood and is not attributed to neurological, sensory, language or motor impairment or to mental retardation or severe emotional disturbance.  It leads to careless mistakes and disorganisation in school work.  Students have difficulty concentrating on and completing tasks, moving frequently from one uncompleted activity to another.  Socially inattention manifests as frequent shifts in conversation, poor listening comprehension, and not following the rules of games and other activities.  Students with ADHD may have significant problems with time-management, task-completion, organisation and memory.

It is not a disorder that a person grows out of and people can remain undiagnosed until adulthood.  It is a permanent disorder that has a significant effect on learning but is not an indicator of intelligence. 

Asperger’s Syndrome

Asperger’s Syndrome is a mild form of autism or Autistic Spectrum Disorder.  It is a complex developmental disability that affects the way a person communicates and relates to people around them.  Social interaction is affected and people with AS may lack understanding of social customs and appear socially awkward. 

Common problems for students with Asperger’s Syndrome:

• Problems with interacting with others in seminars and groups and with teamwork.
• Difficulty speaking in public without notes.
• Difficulty understanding instructions and requirements especially ambiguous instructions.
• High levels of anxiety, vulnerability to stress and lack of organisation.

No two people are affected by AS in the same way.

SpLD – what can I do?

I think I may have a Specific Learning Difficulty!

If you are having difficulties with specific areas of your studies you can talk to a lecturer or get in contact with Student Services.  Whether the difficulty is with one subject alone or with many, the best you can do for yourself is to let someone know.  If you ignore a problem to the point where you feel completely out of control with a subject it takes a lot more effort to get things back on track.

What happens next?

You may be recommended to get one-to-one tutorials or to make an appointment with the Learning Support Tutor to assess your needs.  Assessments occur in the strictest confidence and access to results is under control of the student.  It may be recommended that you get a full Psychological-Educational Assessment which would determine a SpLD.  If you do have a SpLD than you can obtain one-to-one learning support, use of assistive technology, etc.  A students’ supports are arranged on an individual basis in consultation with the student and are tailored to suit the individual.

If there is no evidence of a SpLD the student may just be experiencing difficulties of adjusting to third-level education and new subjects.  It is likely that others in your year are having the same difficulties so talk to your classmates to clarify these issues.

Who gets told?

To receive the full range of supports it is advised that your head of department and your lecturers be informed of your needs, but this is only done with the consent of the student.  Some students fear that their SpLD will be held against them, but under the Equal Status Act this is illegal.  In fact, a student will suffer greater disadvantage if all concerned with their education are not briefed on the students’ needs. 

For now what can I do?

It may take some time before you can get a full assessment but in the meantime it is recommended that you attend all your lectures, labs and tutorials.  Let your lecturers know that you are having difficulties.  Keeping track of the areas you find most difficult will help in the planning of a programme of support.  Seek advice on study skills as this can help you get to grips with course materials.  Above all, take responsibility for your own learning.