This week we are providing information on specific learning disorder with impairment in reading (dyslexia). Once again, this information comes from AUSPELD: A Guide for Parents (2018). Over the rest of the term we will provide information about specific learning disorders.

• Specific learning disorder with impairment in written expression (dysgraphia)
• Specific learning disorder with impairment in mathematics (dyscalculia)            

The difference between a learning difficulty and a learning disability

Many children do find learning the foundation skills in literacy and numeracy quite difficult and, if this is not addressed early, may go on to struggle in almost all areas of the curriculum for years to come.

The Australian Bureau of Statistics (ABS) found in a recent survey that one in every two 15 to 19 year olds in Australia had such low literacy skills that they would not be able to meet the demands of a modern workplace.

Although some of these students may have a learning disability, many do not. They have not developed adequate skills due to a range of cumulative factors and are generally described as having learning difficulties.

Children with learning difficulties underachieve academically for a wide range of reasons, including factors such as: sensory impairment (weaknesses in vision or hearing); severe behavioural, psychological or emotional issues; English as a second language or dialect (ESL or ESD); high absenteeism; ineffective instruction; or, inadequate curricula. These children have the potential to achieve at age-appropriate levels once provided with programs that incorporate appropriate support and evidence-based instruction.

Children with learning disabilities have unexpected and persistent difficulties in specific areas of academic achievement as a result of an underlying neurodevelopmental disorder, the origin of which includes an interaction of genetic, cognitive and environmental factors. One of the defining features of a specific learning disability is that the difficulty continues to exist, despite appropriate instruction and intervention.

Children with a learning disability:

• have underlying difficulties in a key academic skill which have a lifelong impact;
• do not perceive or process information as efficiently or accurately as children without a learning disability;
• often have a family member with learning difficulties;
• do not respond to appropriate intervention in the expected way;
• do not have an intellectual disability and may have highly developed competencies in numerous areas.                                                                          

What do we know about types of learning disabilities?

A specific learning disability (specific learning disorder) is characterised by persistent difficulties learning a key academic skill. This academic underachievement is unexpected, and is not the result of a more general learning difficulty, such as an intellectual disability. There are a number of specific learning disabilities that have the potential to impact on a student’s school performance:

• A specific learning disorder with impairment in reading, often referred to as dyslexia.
• A specific learning disorder with impairment in written expression, often referred to as dysgraphia.
• A specific learning disorder with impairment in mathematics, often referred to as dyscalculia.

Do students with specific learning disabilities learn differently?

Students with specific learning disabilities do not require an inherently different teaching approach in order to learn. Essentially, all students benefit from exposure to high-quality, evidence-based programs and teaching strategies, including explicit instruction and dual coding (the simultaneous presentation of verbal and visual information). However, this is especially the case for individuals with specific learning disabilities. The main learning difference observed between individuals with a specific learning disability and those without is the length of time it takes them to learn particular academic subskills. Individuals with specific learning disabilities often require more time and more repetition in order to master these skills. However, once they have mastered the skill, or developed an understanding of the new concept, they are likely to perform as well as, or possibly even better than, their peers. It is also the case that although individuals with learning disabilities have difficulty in specific areas, they will often excel in others.

We hope this information will clarify some of the misconceptions that are on the internet and in the media about learning difficulties and learning disabilities.

Maria Kehoe & Allyson Jessen

Learning Support Teachers

Allyson & Maria

Allyson Jessen & Maria Kehoe

Learning Support Teachers