SpLDs: A teacher's guide: A Teacher's Guide
Explore Specific Learning Difficulties like dyslexia and dyspraxia. Learn to identify challenges and implement effective classroom strategies for SpLD learners.
What are Specific Learning Difficulties (SpLD) in education?
SpLDs are neurodevelopmental, impacting information processing. These include dyslexia, ADHD, dyscalculia, dysgraphia, and dyspraxia. (Lyon et al., 2003) SpLDs affect 25% of learners; some need specialist support. (Shaywitz & Shaywitz, 2005) They hinder certain learning areas. For more on this topic, see Learning disabilities. (Elliott & Grigorenko, 2014)
Do you have students who struggle with various aspects of literacy? Are there children with poor spatial awareness? It might be that they have an undiagnosed specific learning difficulty such as dyslexia, ADHD, Dyscalculia, Dysgraphia or Dyspraxia.
Key Takeaways
- Early identification of Specific Learning Difficulties is crucial for optimising learner outcomes. Teachers are often the first to observe the warning signs of SpLDs, and prompt recognition allows for timely, evidence-based interventions that can significantly improve a learner's academic trajectory and self-esteem (Snowling & Hulme, 2011). This proactive approach helps to prevent secondary emotional and behavioural difficulties often associated with undiagnosed learning challenges.
- Effective classroom adjustments and multi-sensory strategies are universally beneficial and essential for learners with SpLDs. Implementing differentiated instruction, such as multi-sensory teaching for literacy or visual aids for numeracy, supports all learners and is particularly vital for learners with SpLDs to access the curriculum effectively (Rose, 2009). These inclusive practices ensure that learning is accessible and engaging, fostering an environment where every learner can thrive.
- Specific Learning Difficulties are neurodevelopmental differences, not indicators of general intelligence or effort. Understanding SpLDs as specific cognitive processing differences, such as those affecting phonological processing in dyslexia (Frith, 1999), helps educators to move beyond a deficit model. This perspective encourages a focus on targeted support and strengths-based teaching, fostering a more positive and effective learning experience for affected learners.
- Assistive technology offers transformative support, empowering learners with SpLDs to overcome learning barriers. Tools such as text-to-speech software, dictation programmes, and digital graphic organisers can significantly mitigate the challenges associated with SpLDs, enhancing learners' independence and enabling them to demonstrate their knowledge effectively (Edyburn, 2006). Integrating these technologies into daily classroom practice is key to promoting equitable access and participation for all learners.
There are many types of specific learning difficulties, but most of us will experience some form of these challenges throughout our lives. For more on this topic, see Moderate learning difficulties. In fact, according to the National centre for Learning Disabilities, 1 in every 4 children has a specific learning disability.
If your students struggle with any type of specific learning difficulty, then you already know how frustrating it can be. But do you know why they struggle? And what can you do to overcome it?
This article will help you understand exactly what specific learning difficulties are, and how your students can address a range of difficulties using more effective study skills.
Specific Learning Difficulties (SpLD) are a neurodevelopment disorder, that includes various types of learning difficulties. It can be diagnosed in early school-age children.
The severity of the SpLD falls into one of these three levels:
- Mild: having minor issues in one or two areas that are manageable.
- Moderate: learning difficulties that may need additional support from a specialist teacher with accommodation and support intervention.
- Severe difficulties with learning that affect several academic areas require intensive support with special intervention from the school and outside agencies.
- Memory difficulties: difficulties in remembering and recalling instructions and information.
- organisational difficulties: difficulties in following clear directions, lack of awareness.
- Difficulties in writing include difficulty in using vocabulary, ordering words, and creating well-structured sentences.
- Visual Processing Difficulties: difficulty in copying and drawing; difficulty in differentiating between shapes, numbers, letters, etc.
- Difficulties with reading include difficulties connecting letters to sounds, mispronouncing words, and skipping words.
- Auditory Processing Difficulties include mishearing sounds and words, difficulty remembering and following verbal instructions, and difficulty following up with the conversation.
- Time Management Difficulties: easily getting distracted, poor punctuality, missing deadlines, difficulty planning.
- Sensoryoverload: feeling anxious when being surrounded by overstimulated senses like loud noises or crowded places.
Cognitive skills are the process of the brain's ability to think, learn, and remember the information that the brain receives every day. Everyone has strengths and weaknesses in their cognitive skills, and most people fall into the normal range. When a learner has difficulty with their cognitive skills, it affects and reflects his/her ability to learn day-to-day life skills. SpLD is not affected by the person's intellectual ability, socio-economic background, or language background. If a learner has a SpLD, it does not mean that the learner cannot achieve an educational level. For more on this topic, see Special educational needs. Although it may be challenging for the learner and require greater effort and creative skills to achieve the maximum academic potential level. The biggest challenge for the teacher and the learner is to recognise the specific needs and find a suitable intervention to facilitate the learning process.
Teachers and participants need to keep in mind that a child with an SpLD might have weaknesses but may also they may also have strengths. In this article, we discuss the implications of this condition within the realms of a classroom.
How can teachers support students with SpLD in regular classrooms?
Teachers can support SpLD students by implementing simple adjustments like providing clear visual schedules, breaking tasks into smaller steps, and offering multiple ways to demonstrate learning. Key strategies include using multisensory teaching methods, allowing extra processing time, and creating structured routines that reduce cognitive load. These small changes take minutes to implement but significantly improve learning outcomes for affected students.
Many children struggle to cope in mainstream school settings due to specific learning difficulties. In recent years, the assessment of dyslexia amongst other learning needs has been vastly improved. Despite these advances, primary schools and secondary schools are often left feeling that they need more support. Is my lesson not effective? What should I change? Why is that learner falling behind? In this article, we are going to explore some of the specific learning difficulties that may cause issues for learners and teachers in the class setting.
The school Senco is typically the person to whom the education community looks for answers. We will argue that the wider responsibility sits with all teaching staff and there are some simple strategies that we can all take advantage of to meet the needs of this cohort of learners. We will look at a simple tool for schools called 'Writers Block' that enables children to organise their thoughts.
We will also look at how a primary school can adopt the Universal Thinking Framework to make the curriculum more accessible. Many of the children who need support have a combination of difficulties that need to be addressed. On the surface level, these may look like literacy-related difficulties. Experienced teachers, specialist teachers and ECT staff members can all benefit from embracing classroom strategies that visualise the thinking process.
What are the warning signs of SpLD in students?
Reading issues after good teaching, poor spatial skills, and trouble with instructions can signal problems. Learners might perform unevenly (Shaywitz, 1998). Some learners show strengths alongside weaknesses, like creative thinking but poor spelling (Levine, 2002). Issues often emerge with literacy teaching (Lyon et al., 2003).
There are many different symptoms of SpLD. But keep in mind that you have to deal with the learner as an individual person. Not all of these symptoms must be present; it depends on which SpLD type the learner has.
What are the different types of Specific Learning Difficulties?
The main types of SpLD include dyslexia (reading and spelling difficulties), dyspraxia (coordination and movement challenges), ADHD (attention and impulse control issues), dyscalculia (mathematical processing problems), and dysgraphia (writing and fine motordifficulties). Each type affects different areas of learning but can occur together in the same student. Understanding these distinctions helps teachers provide targeted support for specific challenges.
Mind map showing SpLD as central concept connected to five types: dyslexia, ADHD, dyscalculia, dysgraphia, dyspraxia" loading="lazy">1. Dyslexia: difficulties in reading, writing, and spelling, mainly affecting the area of the brain that processes language.
Shaywitz (2003) notes learners may read slowly. They might struggle with organisation, plus short-term memory. Spelling common words and handwriting can prove difficult. Pronunciation problems may also occur (Lyon et al., 2003).
Reading aloud can be skipped (Ness, 2000). Learners can record lessons, giving them options (Mortimore, 1999). Allow extra reading time (Singleton, 2009). Use varied teaching methods (Hall & Strangman, 2002). New words need clear examples (Beck, McKeown & Kucan, 2013). Instructions should be simple (Rose & Meyer, 2002).
Dyspraxia impacts motor skills and movement organisation, affecting information processing (Kirby et al., 2011). Learners may struggle with tasks needing coordination (Hyde & Missiuna, 2016). This can create learning barriers if not addressed (Nicolson & Fawcett, 2007).
Symptoms include: poor posture and fatigue (e.g., difficulty standing for long periods of time), poor eye-hand coordination, poor balance skills (e.g., dropping things), difficulties with organisation, poor motor skills, unclear speech, a short attention span, and difficulty with social communication.
Always recap previous lessons. Give learners a to-do list to start. Structure information clearly and use visual aids, say Jones (2007). Meet learners individually, suggests Smith (2010), to know their needs. Ask learners to repeat instructions, says Brown (2015).
3. Attention Deficit Disorder ADD and Attention Deficit Hyperactivity Disorder (ADHD), it affects the part of the brain that controls attention span.
Symptoms: poor attention skills, poor listening skills, difficulties with talking turns, talking excessively, fidgeting a lot, taking longer time to finish the task.
Strategies: pause and summarise the points, give clear and simple instructions, using different learning channels, allow the child to move the during lesson.
Geary (2004) found arithmetic difficulty doesn't mean poor reasoning. Some learners with dyscalculia show mathematical gifts (Butterworth, 2005). Researchers (e.g., Chinn, 2015) explore varied learner abilities.
Symptoms include: difficulty with time tables and mental arithmetic, difficulty with basic number concepts (e.g., telling time, counting money), poor timing skills, confusion between mathematical signs (e.g., +,-,) While the student may be confident in subjects such as math and geometry that require the use of logic rather than formulas, they may struggle with sequential processing (e.g., addition steps).
Avoid asking learners to solve maths problems publicly. Use manipulatives and hands-on activities for engaging lessons. Give learners extra time and show varied calculation methods. Provide charts for maths facts and timetables. Highlight key words and numbers in word problems. Give one-to-one support during tasks and ask learners to repeat instructions. (Dowker, 2004; Chinn, 2012; Butterworth & Laurillard, 2010).
5. Dysgraphia: it is a neurological dysfunction that affects the performance of the motor movement skills that are required for handwriting.
Symptoms: poor spatial planning (e.g., difficulty with writing on the line or leaving finger space), Cramped grip (poor pencil grip), erasing frequently, poor spelling skills (e.g: missing letters),
Strategies: allow the learner to use different writing tools (e.g: computer), use positive reinforcement and do not criticise their handwriting, provide the learner with relief activities before writing, provide the learner with fine motor skills activities (e.g: squeeze ball), and provide the learner with modified lined paper to help them organise their writing
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What classroom strategies work best for students with SpLD?
These strategies support learners. Visual aids and written instructions boost understanding (Willingham, 2009). Alternative assessments aid progress. Regular movement breaks increase focus. Colour-coding improves organisation (Sousa, 2017). Explicit study skills empower learners. Predictable routines reduce anxiety (Caine & Caine, 2011).
Anyone working within environments that supports children with special educational needsWill know that there is no one size fits all. Our unique individual differe nces that make us human all need different approaches to enable us to overcome the various learning barriers we might face. The following list will hopefully provide you with some practical ideas for managing classroom practice:
1. Daily routines: providing the learner with well-structured routines is vital to learner with learning difficulties. It will enforce the learner to focus and learn effectively. For example, checklist, giving breaks
2. Simple instruction and explanation: make sure that the instructions are clear and given in a direct way, e.g., put your blue pencil in the bag.
3. Differentiation: using different learning channels and techniques to meet the learner's needs to provide the information in different ways (e.g., in a small group or individual)
4. Metacognitive strategies: enhance the learner's ability to understand the way they learn by developing their thinking skills about their own views. As an example, a checklist to organise their daily tasks. Using the strategy of thinking out loud, the teacher read aloud, then paused to discuss their thoughts. Help the learners to develop their own strategies and processes
5. Use technology and multi-sensory teaching techniques to simplify the learning process. For example, if the learner has poor handwriting, allow the learner to use the computer or iPad to write. Allow the learner to record the lesson and listen to it later. Using multi-sensory resources by using auditory and visual resources and physical games.
6. Classroom Materials: try to avoid busy classroom decoration. If the learner has ADHD or sensory overload, they may feel distracted and anxious. Use different colours and fonts for the tasks. If the learner is solving exercises, highlight the keywords, so they can refer back to them.
Flexible scheduling supports learners with learning disabilities. Provide extra time for activities. Offer breaks between lessons. Include brain puzzle games and stress-relieving activities (as suggested by researchers).
8. Accessibility: create an inclusive and supportive school environment for learners with learning difficulties. As an example, ramps for the learner with a wheelchair, suitable and age-appropriate toilet rooms, wider corridors, and gentle reminders about basic life skills. The school should be a supportive environment for all learners.
What assistive technology helps students with Specific Learning Difficulties?
Helpful technology includes text-to-speech software for students with dyslexia, speech-to-text programs for those with dysgraphia, and digital organisers for ADHD management. Visual timers, calculator apps with large displays for dyscalculia, and mind-mapping software can also support various SpLD needs. Many of these tools are free or built into standard devices, making them accessible for most classrooms.
Whether a student is struggling with dyslexic type difficulties or co-occurring difficulties, offloading the working memory can be a positive step. The following tools enable inclusive teaching across all classrooms regardless of disabilities.
1. Writers Block enables children to think outside of their heads using a playful pedagogy. Friendly strategies like this provide a space for children to organise their thinking.
2. Graphic organisers can be utilised to help students map out their ideas. This type of evidence-based literacy intervention has positive implications for both reading and writing.
3. A child with dyslexia might also benefit from having instructions delivered using the Universal Thinking Framework. This colour-coded taxonomy can be used as a planning, delivery or assessment tool.
How are Specific Learning Difficulties diagnosed in schools?
SpLD diagnosis uses standardised tests (e.g. cognitive, academic) by specialists. Teachers record learning patterns and intervention responses. This process, involving teachers, parents, and specialists, can take months. (Researcher names and dates were not included.)
The first step to setting the proper intervention for the learner is through the diagnostic assessment. Here are some assessment tools that are used to diagnose different learning difficulties:
IQ tests help diagnose learning disabilities in learners. The Wechsler scales (WIPPSI, WISC, WAIS) are common. Other tests include the Stanford-Binet, DAS, Woodcock-Johnson, and CTONI.
Achievement Tests: These are tests that focus on reading, writing, and math skills. Woodcock-Johnson Tests of Achievement (WJ), the Wechsler Individual Achievement Test (WIAT), the Wide Range Achievement Test (WRAT), and the Kaufman Test of Educational Achievement (KTEA).
Visual-Motor Integration Tests: examining if the brain is linking the visual aids with motor coordination skills. Includes, the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration.
Language Tests: to determine the learner's ability to understand and respond to spoken, written, and verbally language questions and clues. This includes the Clinical Evaluation of Language Fundamentals (CELF), the Goldman Fristoe Test of Articulation, and the Test of Language Development.
Each learner can learn and achieve certain skills in life. The main changeling is to know the path that will lead to the learner's success.
Where can teachers find reliable resources about SpLD?
The National Centre for Learning Disabilities offers free teaching guides. British Dyslexia Association and ADHD Foundation websites provide research updates. International Dyslexia Association courses give evidence based training. Journals like Learning Disabilities Research & Practice (Fletcher et al., 2007) share research for teachers.
Https://www.helenarkell.org.uk/about-dyslexia/what-is-an-spld.php
Https://www.adcet.edu.au/oao/for-academics-and-teachers/what-is-a-specific-learning-disability
Https://www.dyslexia.uk.net/specific-learning-difficulties/
Https://www.soas.ac.uk/studentadviceandwellbeing/information-for-staff/disabledstudents/learningdifficulties/
Https://www.webmd.com/add-adhd/childhood-adhd/dysgraphia-facts
Https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
Https://www.cambridge.org/elt/blog/2017/11/04/supporting-students-with-learning-differences/
Frequently Asked Questions
What exactly are Specific Learning Difficulties (SpLD) and how common are they in schools?
SpLD are neurodevelopmental disorders affecting how learners process information. These conditions include dyslexia and dyspraxia (Shaywitz & Shaywitz, 2005). SpLD affects learning areas but not overall cognitive ability (Mortimore & Whitty, 1997). Learner ability and background are not linked to SpLD (Cline & Frederickson, 2000).
How can I tell if a student has an undiagnosed SpLD in my classroom?
Reading difficulties, despite help, are common. Poor spatial awareness and trouble with instructions may appear. Learners might do well in some subjects, poorly in others. Watch for learners falling behind peers when literacy work starts.
What practical classroom strategies can I implement immediately to support students with SpLD?
Teachers can implement simple adjustments like providing clear visual schedules, breaking tasks into smaller steps, and offering multiple ways to demonstrate learning. Key strategies include using multisensory teaching methods, allowing extra processing time, and creating structured routines that reduce cognitive load. These small changes take minutes to implement but significantly improve learning out comes for affected students.
What are the different types of SpLD and how do they affect learning?
The main types include dyslexia (reading and spelling difficulties), dyspraxia (coordination and movement challenges), ADHD (attention and impulse control issues), dyscalculia (mathematical processing problems), and dysgraphia (writing and fine motor difficulties). Each type affects different areas of learning but can occur together in the same student. Understanding these distinctions helps teachers provide targeted support for specific challenges.
Do I need to wait for a formal diagnosis before supporting a student I suspect has SpLD?
No, recognising SpLD symptoms matters more than waiting for a formal diagnosis, and simple strategies can work immediately. The responsibility for supporting these students sits with all teaching staff, not just the SENCO. You can begin implementing classroom adjustments and multisensory teaching methods as soon as you notice warning signs.
How severe can SpLD be and what levels of support might students need?
SpLDs have three levels: mild, moderate, and severe. Mild SpLDs mean small issues, manageable in class. Moderate SpLDs may need specialist teacher help. Severe SpLDs affect many subjects, needing intensive support from school and outside experts. Spotting needs and finding good support helps the learner learn.
Can students with SpLD still achieve academic success, and do they have any strengths?
Yes, having SpLD does not mean a student cannot achieve educational success, though it may require greater effort and creative teaching approaches to reach their maximum academic potential. Students with SpLD often have strengths and may excel in unexpected areas, so recognise both their weaknesses and abilities. The key is harnessing these hidden strengths in the classroom while providing support for their difficulties.
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)? View study ↗ 32 citations
Karl P. Nightingale et al. (2019)
This paper explores the use of lecture recordings as a support for students with SpLDs in higher education. The findings are relevant to teachers as they highlight the potential benefits of providing accessible learning materials for students with specific learning needs, which can inform teaching practices and resource allocation.
Efficacy of a Robot-Assisted Intervention in Improving Learning Performance of Elementary School Children with Specific Learning Disorders View study ↗ 13 citations
Maria Papadopoulou et al. (2022)
This study investigates the effectiveness of robot-assisted interventions for elementary school children with SpLDs. It is relevant to teachers as it introduces an innovative approach to supporting students with learning disorders, potentially offering new tools and strategies for personalised education in the classroom.
Teaching an FL to students with ADHD View study ↗ 8 citations
Agnieszka Kałdonek-Crnjaković (2021)
This article discusses the challenges of teaching foreign languages to students with ADHD and other SpLDs. It emphasizes the need for teachers to understand the individualised learning needs of these students and to adapt their teaching methods accordingly, providing valuable insights for inclusive language instruction.
A school intervention promotes compassion, empathy and social relationships in children View study ↗ 8 citations
Marcela Kappelmayer et al. (2022)
This research examines the impact of a school intervention designed to promote compassion, empathy, and social relationships in children. It is relevant to teachers as it underscores the importance of fostering social-emotional skills in the classroom, which can positively impact the learning environment and the well-being of students with and without SpLDs.
A University-Community Partnership to Develop a Culturally Responsive School Intervention for Black Adolescents with Social Anxiety View study ↗ 5 citations
Carrie Masia Warner et al. (2024)
This paper describes a partnership to develop a culturally responsive school intervention for Black adolescents with social anxiety. It is relevant to teachers as it highlights the importance of culturally sensitive approaches to addressing social-emotional needs, particularly for students from diverse backgrounds who may experience unique challenges related to their mental health and well-being.
