Information

Specific Learning Difficulties

Delphi definition of dyslexia

Nature: The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.

Manifestation: Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.

The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.

Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.

Impact: In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.

Across all languages, difficulties in reading fluency and spelling are key markers of dyslexia.

Variance and co-occurrence: Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.

Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.

Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

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Dyscalculia & SpLD in Mathematics

Features: A specific learning difficulty in mathematics is a set of processing difficulties that affects the acquisition of arithmetic and other areas of mathematics.

In dyscalculia, the most commonly observed cognitive impairment is a pronounced and persistent difficulty with numerical magnitude processing and understanding that presents in age related difficulties with naming, ordering and comparing physical quantities and numbers, estimating and place value.

Some individuals may not present with a specific cognitive impairment in numerical magnitude processing but have an equally debilitating specific learning difficulty (SpLD in mathematics) due to other processing difficulties. Difficulties in language, executive function (verbal and visuo-spatial working memory, inhibitory control) and visual-spatial processing may also contribute.

Impact: Mathematics is a very varied discipline. Difficulties with learning mathematics may present in specific areas (for example, basic calculation) or across of the mathematics studied by the individual in relation to age, standard teaching and instruction, and level of other attainments. Across education systems and age groups, difficulties in arithmetic fluency and flexibility and mathematical problem solving are key markers of a SpLD in mathematics. Persistent difficulties in mathematics can have a significant impact on life, learning and work. This may also have a detrimental impact upon an individual’s resilience to apply mathematical skills effectively.

Presentation: The presentation and developmental trajectory of a specific learning difficulty (SpLD) in mathematics depends on the interactions of multiple genetic and environmental influences. It will persist through life but may change in manifestation and severity at different stages.

A SpLD in mathematics frequently co-occurs with one or more of the following: attention deficit hyperactivity disorder (ADHD), dyslexia, developmental language disorder (DLD) and developmental coordination disorder (DCD).

Maths anxiety commonly co-occurs with a SpLD in mathematics but is not an indicator in itself.

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Definitions of Neurodevelopmental Disorders

Attention deficit hyperactivity disorder (ADHD)

ADHD is a neurodevelopmental disorder which has features relating to both specific learning difficulties and mental health. There are three main presentations of ADHD: predominantly inattentive, predominantly hyperactive and impulsive or combined presentation which includes symptoms of both. These symptoms are present in multiple settings, such as at school, at home or at work, and affect or reduce the quality of social, academic or occupational functioning.

Common ADHD symptoms include:

Inattention
Lack of focus
Poor time management
Weak impulse control
Emotional dysregulation
Hyperfocus
Hyperactivity
Executive dysfunction
Poor working memory

Similarly to dyslexia, individuals with ADHD can show considerable strengths alongside their weaknesses and difficulties. These strengths may be associated with characteristics of ADHD such as the ability to hyperfocus, as well as increased creativity, imagination and problem solving. When supporting people with ADHD it's important to understand and build upon their individual strengths, as well as support them in managing difficulties that stem from inattention, hyperactivity or impulsive behaviour. It's also important to recognise the mental health impacts of ADHD when creating a system of support, as ADHD is known to co-occur with mental health conditions such as anxiety and depression.

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Autism spectrum disorder (ASD)

Autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them. (National Autistic Society)

ASD refers to a broad range of conditions characterised by differences in social skills, repetitive behaviours, speech and nonverbal communication. People with ASD may communicate, interact, behave, and learn in ways that are different from most other people. ASD is a spectrum disorder, which means that some people with ASD need a lot of support in their daily lives, whereas others need less.

People with ASD often have difficulties with social, emotional, and communication skills. They may repeat certain behaviours and dislike changes in their daily activities, they may experience sensory differences and a differences in social situations. Many people with ASD also have different ways of learning, paying attention, or reacting to things. Signs of ASD usually begin during childhood and typically last throughout a person’s life.

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Developmental coordination disorder (DCD)

DCD is distinct from other motor disorders such as cerebral palsy and stroke. The range of intellectual ability is in line with the general population. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience, and will persist into adulthood.

An individual’s coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike, play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY.

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Developmental language disorder (DLD)

Children with DLD are usually as able and healthy as other children in all ways, with one exception; they have enormous difficulty talking and understanding language.

There is no obvious reason for these difficulties and they are not associated with other conditions, such as cerebral palsy, hearing impairment or autistic spectrum disorders. Children with DLD are often as clever as any other child of their age but they still have difficulties with speech and language.

A child can be diagnosed with DLD if their language difficulties: