1. Inclusion and Intervention Specific Learning Difficulties in Adults

2. Specific Learning Difficulties/Differences (SpLD) Distinct from global learning difficulties Discrepancy between the individual’s general intellectual abilities and their abilities in certain areas of learning or under certain circumstances SpLD arise from processing differences rather than intellectual impairment Neurodevelopmental conditions that affect the individual’s abilities to learn in normal contexts by traditional methods

3. dyslexia (difficulties with reading and/or spelling) dyspraxia (motor coordination difficulties) dyscalculia (difficulties with number concepts/calculation) dysgraphia (difficulties with handwriting) attention deficit (hyperactivity) disorder (concentration difficulties and impulsivity) autistic spectrum disorders (social communication difficulties) specific language impairment (language difficulties – without other obvious cause) Tourette Syndrome (vocal/physical tic disorder) auditory/visual processing difficulties can impair learning and often accompany SpLD More than one SpLD may occur or SpLD may overlap in the same person. In adults, SpLD may be undiagnosed A number of SpLD have been individually labelled because of certain features:

5. http://www.dystalk.com/talks/57-dyslexia-dyspraxia-amp-overlapping-learning-difficulties SpLD and the whole person The high proportion of co-occuring SpLD conditions in individuals and the high number of shared characteristics across different labelled conditions suggests that the labels themselves may be artificial. The degree of crossover can make identification of conditions difficult. Professor Amanda Kirby, University of Wales discusses this difficulty and recommends working with the “whole person” focusing on individual strengths and adjusting for individual weaknesses:

6. SpLD spectrum – problem areas

7. Types of memory Short term memory mostly uses acoustic coding (remembering by sound) - phonological loop Long term memory codes semantically (remembering by meaning and association) Working memory uses information from short term and long term memory to achieve goals

8. Short term memory Temporary store for information before it is either processed into long term memory or forgotten Limited capacity (4 chunks maximum?) and capacity varies between individuals Requires attention or rehearsal (looping) or information will quickly decay Copy down all the numbers

9. Short term memory Temporary store for information before it is either processed into long term memory or forgotten Limited capacity (4 chunks maximum?) and capacity varies between individuals Requires attention or rehearsal (looping) or information will quickly decay Copy down all the numbers

10. Working memory Uses short term memory and long term memory for temporary processing such as calculations – 7x43= Requires attention or it breaks down Includes transfer of information into long term memory Important in learning – a better predictor of academic achievement than IQ Independent of IQ

11. Measuring working memory n-back test (eg 2-back; 3-back)

12. Distraction can cause loss of attention Rate of input – over-writing Amount of input - overload Limited capacity - overload Multi-tasking (writing/spelling/listening) will reduce capacity and efficiency Short term memory and working memory failure

13. Effects taking notes answering questions problem solving transfer into long term memory (learning) Problems with working memory can go unrecognised and may be dismissed as: lack of motivation lack of effort lack of interest Fatigue can result in giving up on tasks, loss of interest, behavioural problems Short term memory and working memory failure What can you do to assist a learner with a poorer short-term/working memory?

14. SpLD spectrum – problem areas

15. What should we take account of?

16. Chaotic lifestyle Sorting of ideas – grouping – from specific to general; from general to specific Organising study/writing – difficulty separating important points from minor details Planning – essays, the day/ week/ month Timekeeping – lateness, judging time needed Forgetting things; forgetting to do things, losing things Changes in routine cause difficulties Lengthy tasks may cause problems Organisational difficulties

17. What should we take account of?

18. Orientation and Coordination Visual and visual processing problems Clumsiness – gross motor Handwriting – fine motor Confusion in unfamiliar settings – losing direction Confusion with left/right, up/down History of problems with eg tying shoelaces, riding a bicycle, catching a ball Accident prone

19. What should we take account of?

20. Learning environment Lighting Noise Distractions – people, clutter, decoration (sensory overload) Privacy and individual space Respect for learners Consistency Informal vs cluttered Formal vs organised

21. What should we take account of?

22. Learning preferences

23. What should we take account of?

24. Physical and mental issues Lack of self esteem Depression/anxiety/stress Allergies, asthma appear to be more common (hypersensitivity) Stamina and fatigue Personal space/body language

25. SpLD spectrum – problem areas

26. Main Points Labels may be artificial: conditions blend into each other and even within labelled conditions effects vary. Problem areas are shared across labelled conditions. Most adults with SpLD won’t have been assessed or labelled but may still have difficulties with: short-term/working memory organisation coordination environment learning preferences physical and mental issues

27. Main Points The adult learning worker’s role is not to “cure” or change differences, but to assist/enable learners to achieve their potential by helping overcome barriers to learning that these conditions present. This implies adapting conditions and finding coping strategies to suit the individual. Areas for consideration: teaching methods/pace/style/frequency coping strategies learning environment tools/aids

28. SpLD Spectrum difficulties – ideas for action Area of difficulty Teaching Methods Coping StrategiesLearning Environment Tools/AidsOther Good long term memory, poor short term memory Easily distracted Poor with verbal instructions. Taking notes is a problem Problems writing and listening at the same time Formal learning has always been a problem Generally disorganised Poor concentration (tuning out) Poor time management Mindmaps/ colour/ multi-sensory Variety/ regular breaks Give written notes beforehand Not too many instructions at once Mindmapping Slow down rate of input Negotiate/ discuss Variety of teaching methods Consistent / patient Chunk learning/ variety Flexibility/ encourage Develop individual, relevant coping strategies Understand what works for you Discuss/ repeat/ write down. Request notes beforehand Request notes beforehand/ record information/ ask others for notes. Take time to organise work- notes/ plan the day, week Drink water/ doodling/ stress ball Set alarm on moblile/ diary/ calendar sheet Quiet area Own desk Quiet area Own desk Natural light Quiet area Own desk Informal work space Music/ quiet area Assistive software – mystudybar/ readwrite texthelp Earphones/ music Voice recorder Recorder on mobile/ laptop Voice recorder Recorder on mobile/ laptop Radio/ cds/ earphones Mobile phone Be aware of visual difficulties/ visual perceptual difficulties Auditory processing difficulties Acknowledge effect of fatigue

29. Area of difficulty Teaching Methods Coping StrategiesLearning Environment Tools/AidsOther Can experience sensory overload Good days and bad days Intelligent with good verbal ability Poor handwriting Slow reader but accurate Talks rather than listening Reads quickly but inaccurately Very fidgety – drums fingers, etc Lacks confidence in groups Good reader, poor spelling Limit teaching methods Flexibility – keep it manageable Discussion Computer for writing Magnifier / overlay/ reading matter? Agree to take turns Slow down reading/ focus on problem words Regular breaks/ variety/ check interest/ multi- sensory Privacy/ 1:1 Focus on important words/ look for common problems Slow down on bad days – revise work already covered Use discussion to help learning. Ask questions. Computer/ Word Text to speech software Note down information for later/ record info Text to speech software Stress balls/ doodling/ grounding with feet Spellchecker Limit distractions in work area Relaxed/ informal/ friendly Quiet workspace/ no distractions/ natural light Quiet workspace/ no distractions Quiet workspace/ no distractions/ natural light Earphones Computer Earphones/ text to speech software Text to speech software Be aware of visual difficulties/ visual perceptual difficulties Auditory processing difficulties Acknowledge effect of fatigue

30. www.educationscotland.gov.uk