inclusion and intervention specific learning difficulties in adults
TRANSCRIPT
Inclusion and Intervention
Specific Learning Difficultiesin Adults
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
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:
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:
SpLD spectrum – problem areas
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
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
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
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
Measuring working memory
n-back test (eg 2-back; 3-back)
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
Effectstaking notesanswering questionsproblem solvingtransfer 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?
SpLD spectrum – problem areas
What should we take account of?
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
What should we take account of?
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
What should we take account of?
Learning environment
Lighting
Noise
Distractions – people, clutter, decoration (sensory overload)
Privacy and individual space
Respect for learners
Consistency
Informal vs cluttered
Formal vs organised
What should we take account of?
Learning preferences
What should we take account of?
Physical and mental issues
Lack of self esteemDepression/anxiety/stress
Allergies, asthma appear to be more common (hypersensitivity)
Stamina and fatigue
Personal space/body language
SpLD spectrum – problem areas
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
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
SpLD Spectrum difficulties – ideas for action
Area of difficulty
Teaching Methods
Coping Strategies Learning Environment
Tools/Aids Other
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 beforehandNot too many instructions at onceMindmapping
Slow down rate of input
Negotiate/ discussVariety 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, weekDrink water/ doodling/ stress ball
Set alarm on moblile/ diary/ calendar sheet
Quiet areaOwn desk
Quiet areaOwn deskNatural light
Quiet areaOwn desk
Informal work space
Music/ quiet area
Assistive software – mystudybar/ readwritetexthelp
Earphones/ music
Voice recorderRecorder on mobile/ laptop
Voice recorderRecorder on mobile/ laptop
Radio/ cds/ earphones
Mobile phone
Be aware of visual difficulties/ visual perceptual difficulties
Auditory processing difficulties
Acknowledge effect of fatigue
Area of difficulty
Teaching Methods
Coping Strategies Learning Environment
Tools/Aids Other
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-sensoryPrivacy/ 1:1
Focus on important words/ look for common problems
Slow down on bad days – revise work already coveredUse 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
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
• www.educationscotland.gov.uk