What are specific learning difficulties?
Many young people may experience learning difficulties at some point. This is pretty normal and for most the difficulties are situational and temporary.
We would say a student as a specific learning difficulty if they have a learning challenge or disability that makes it more difficult for them to learn than most children their age. There could be problems with schoolwork, communication or behaviour.
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Students may experience difficulties in thinking, understanding, and processing. They could find all learning activities difficult, or have particular difficulties with some learning activities such as reading and writing.
Emotional and behavioural
Students who have emotional and behavioural differences may have low self-esteem and lack confidence. They may find it difficult to follow rules or settle down and concentrate properly in school.
Speech, language, and communication
Those young people who have difficulties with speech and language may struggle to express themselves or understand what others are saying to them. They may find it hard to make friends or relate to others. They may find it difficult to make sense of the world around them or to organise themselves.
Physical or sensory difficulties
These students may have a disability or a medical condition that has an impact upon their learning. They may have a visual or hearing impairment.
How can you help students with specific learning difficulties in your classroom?
Teaching students with specific learning difficulties might present us with some unique challenges. These students demand more of our time and may require specialised instructional strategies, as well as a structured environment that supports and enhances their learning potential. It’s important to remember that students with specific learning difficulties aren’t incapacitated or unable to learn; they simply learn in a different way to their peers. They need differentiated instruction tailored to their individual learning abilities. Here’s some easy-to-apply classroom strategies which can offer immediate help.
Try not to structure lessons around reading
Provide oral instruction for students who struggle with reading. Present tests and reading materials in an oral format so the assessment is based on their knowledge and understanding, and not their reading ability.
Check in often
Offer frequent progress checks. Let them know how well they are progressing toward an individual or class goal.
Make feedback the norm
Give immediate feedback to learning disabled students. Closing the feedback loop quickly means students and teachers can see the relationship between what was taught and what was learned. Students, and not just those with additional needs, require good feedback and praise. Instead of saying, “You did well,” or “I like your work,” provide specific comments that link the activity directly with the recognition; for example, “I was particularly pleased by the way in which you organised the rock collection.”
Create activities to suit all abilities
Make activities short, and easy to understand. Long, complex projects are particularly frustrating for students with specific learning difficulties.
Offer instructions multiple times
Plan to repeat instructions or offer information in both written and verbal formats. It’s vitally necessary that students with additional needs are given the opportunity to engage and understand the content of our lessons in ways that suit them.
How to track the progress of our students with specific learning difficulties?
Measuring student progress is important in choosing and implementing instructional strategies for students with specific learning difficulties. Progression is also a great way to evaluate the support being provided by learning tools and other interventions. Here’s three easy ways to track the progress of our students with specific learning difficulties.
Classroom observations can provide accurate and detailed information on students’ strengths and weaknesses.
They can include observations on defined behaviors, any interactions or characteristics that seem significant. For students with specific learning difficulties observations are particularly important as they help us to understand how the learning environment can be adapted to suit our student’s individual needs.
Recording and monitoring interventions
Observing our students with specific learning difficulties often leads to recommendations for interventions to be put in place.
It’s important to record and regularly monitor our interventions to ensure that they’re right for our student, and that they’re helping them to make the expected progress. Not every intervention put in place will have tangible outcomes but, it’s important that they’re recorded and tracked. Simple data points for these might be student attendance, or readiness to get involved in classroom activities, rather than a precise data point.
The role of technology for students with specific learning difficulties
According to the Australian Institute of Health and Welfare, around 10% of schools students in Australia have a known disability. 89% of those students aged 5 to 198 attend mainstream education.
Properly designed technology in education is helping these millions of students to work more independently alongside their peers and can be freeing from the constant need for direct teacher involvement.
Choosing the right tools for each individual student is crucial to the progression and achievement of the student. You can learn more about how to choose the right educational technology for your students in our dedicated guide.
Selecting the right tools for students with specific learning difficulties
Understand what specific learning difficulties are, and discover ways we can help our students.
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Pick up helpful tips, tools, and classroom strategies on supporting students in our classrooms with dyslexia.