About Specific Learning Difficulties:
Dyslexia
What is Dyslexia?
The word 'dyslexia' comes from the Greek and means 'difficulty with words'.
Definition: Dyslexia is a specific learning difficulty which is neurobiological in origin and persists across the lifespan.
It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that are unexpected in relation to an individual’s other cognitive abilities.
These processing difficulties can undermine the acquisition of literacy and numeracy skills, as well as musical notation, and have an effect on verbal communication, organisation and adaptation to change.
Their impact can be mitigated by correct teaching, strategy development and the use of information technology.
Possible difficulties:
- Reading hesitantly.
- Misreading, making understanding difficult.
- Difficulty with sequences, e.g. getting dates in order.
- Poor organisation or time management.
- Difficulty organising thoughts clearly.
- Erratic
Possible strengths:
- Innovative thinkers.
- Excellent trouble shooters.
- Intuitive problem solving.
- Creative in many different ways.
- Lateral thinkers.
For more information, visit the British Dyslexia Association.
Dyspraxia
Developmental dyspraxia is an impairment or immaturity of the organisation of movement. It is an immaturity in the way that the brain processes information, which results in messages not being properly or fully transmitted. The term dyspraxia comes from the word praxis, which means 'doing, acting'. Dyspraxia affects the planning of what to do and how to do it. It is associated with problems of perception, language and thought.
Dyspraxia is thought to affect up to ten per cent of the population and up to two per cent severely. Males are four times more likely to be affected than females. Dyspraxia sometimes runs in families. There may be an overlap with related conditions.
Other names for dyspraxia include Developmental Co-ordination Disorder (DCD), Perceptuo-Motor Dysfunction, and Motor Learning Difficulties. It used to be known as Minimal Brain Damage and Clumsy Child Syndrome.
Statistically, it is likely that there is one child in every class of 30 children. We need to make sure that everyone understands and knows how best to help this significant minority.
Source: Dyspraxia Foundation website.
Dyscalculia
The DfES defines dyscalculia in terms of : A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures.
Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.
Dysgraphia
What is Dysgraphia?
Dysgraphia means difficulty with handwriting. There are several different kinds of dysgraphia. Some people with dysgraphia have handwriting that is often illegible and shows irregular and inconsistent letter formations. Others write legibly, but very slowly and/or very small. When these individuals revert to printing, as they often do, their writing is often a random mixture of upper- and lowercase letters. In all cases of dysgraphia, writing requires inordinate amounts of energy, stamina, and time.
Dysgraphia can interfere with a student's ability to express ideas. Expressive writing requires a student to synchronize many mental functions at once: organization, memory, attention, motor skill, and various aspects of language ability. Automatic accurate handwriting is the foundation for this juggling act. In the complexity of remembering where to put the pencil and how to form each letter, a dysgraphic student forgets what he or she meant to express. Dysgraphia can cause low classroom productivity, incomplete homework assignments, and difficulty in focusing attention.
Emotional factors arising from dysgraphia often exacerbate matters. At an early age, these students are asked to forego recess to finish copying material from the board, and are likely to be sent home at the end of the day with a sheaf of unfinished papers to be completed. They are asked to recopy their work but the second attempt is often no better than the first. Because they are often bright and good at reading, their failure to produce acceptable work is blamed on laziness or carelessness. The resulting anger and frustration can prevent their ever reaching their true potential.
For more information, visit The International Dyslexia Association.