A Guide To SPLD 2nd Ed

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Understanding Neurodiversity

A Guide to Specific Learning Differences

DCD/Dyspraxia
Fine and/or gross motor
coordination

Developmental
Language Disorder Dyslexia
(DLD) Common issues
Reading, writing, spelling
Speaking, understanding, Attention
communicating Organisation
Working memory
Time management
Listening skills Autism Spectrum
Sensory perception Disorder (ASD)
Dyscalculia
Speed of processing Social interaction,
Arithmetic communication, interests,
behaviour
Attention Deficit
Hyperactivity Disorder
(ADHD)
Attention, activity levels,
impulsiveness

Working together to empower educators to cater for Special Educational Needs


A Guide to Specific Learning Differences

Contents
Page

Introduction 2

Notes on Neurodiversity 3

Dyslexia 4

Dyspraxia/Developmental Coordination Disorder (DCD) 8

Developmental Verbal Dyspraxia (DVD) 11

Dysgraphia 12

Developmental Language Disorder 14

Dyscalculia 17

Autism Spectrum Disorder (ASD) 19

Attention Deficit Hyperactivity Disorder (ADHD) 21

Anxiety and mental health 23

Trauma 28

An overview of referral routes 33

Next steps: suggestions for CPD 35

With thanks to the following individuals and organisations for their contributions to this
Guide:

Ambitious about Autism (ASD)


Betsy de Thierry (Trauma)
British Dyslexia Association (Dyslexia)
Dyspraxia Foundation (DCD, DVD, Dysgraphia)
Fintan O’Regan (ADHD)
Gill Dixon (Anxiety and mental health)
I CAN (Developmental Language Disorder)
National Handwriting Association (Dysgraphia)
Steve Chinn (Dyscalculia)

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A Guide to Specific Learning Differences

Introduction

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a
tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my
response that decides whether a crisis will be escalated or de-escalated and a child humanized
or dehumanized.”

Haim. G. Ginnott (1993) Teacher and Child

Specific learning differences – or difficulties (SpLD) – is an overarching term for a number of


associated learning differences. They affect the way information is learned and processed,
and can affect literacy, memory, coordination, and the manipulation of letters and numbers.
These differences can appear across all ranges of ability and with varying degrees of severity
or significance. They are often hidden (i.e. many pupils with SpLD will look and behave just
like their peers and may even demonstrate no immediate learning differences) and a pupil
may have more than one co-occurring difference. SpLD are lifelong conditions that can have
a significant impact on a person’s life.
This booklet contains a brief overview of the most commonly occurring specific learning
differences. It should be kept in mind that this list is by no means exhaustive and is designed
to provide a brief overview only. Further information, training and development are
necessary to adequately support individuals with specific learning differences and to assist
them in achieving their potential.
The profile of individuals with SpLD is affected by a range of factors, including the cluster of
learning differences they experience, their ability, background and opportunities.
Therefore, an individual should be supported in a way that not only meets the needs of their
particular weaknesses, but also develops their strengths and abilities.
Focussing on a label is misleading and can be counter-productive; focussing on the specific
needs, talents, desires and aspirations of the individual is likely to lead to far greater
success.

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A Guide to Specific Learning Differences

Notes on Neurodiversity

‘For too long, we’ve assumed that there is a single template for human nature, which is why
we diagnose most deviations as disorders. But the reality is that there are many different
kinds of minds. And that is a very good thing.’
Jonah Lehrer

Jonah Lehrer
Neurodiversity is a relatively new term, thought to have been coined in the 1990s by Judy
Singer (an autism activist).
It was originally used by the autistic community, who were keen to move away from the
medical model and dispel the belief that autism is something to be treated and cured rather
than an important and valuable part of human diversity.
The idea of neurodiversity has now been embraced by many other groups, who are using
the term as a means of empowerment and to promote the positive qualities possessed by
those with a neurological difference. It encourages people to view neurological differences
such as autism, dyslexia and dyspraxia as natural and normal variations of the human
genome. Further, it encourages them to reject the culturally entrenched negativity which
has typically surrounded those that live, learn and view the world differently.

For further reading:


Armstrong, T. (2011) The Power of Neurodiversity: Unleashing the Advantages of your
Differently-wired Brain. Philadelphia, PA, Da Capo Press.
Silberman, S. (2015) Neurotribes: The Legacy of Autism and the Future of Neurodiversity.
Barnes Noble
Singer, J. (1999). “Why Can’t You Be Normal for Once in Your Life? From a ‘Problem with No
Name’ to the Emergence of a New Category of Difference.” In Corker, M and French, S.
Eds., Disability Discourse. Buckingham, UK: Open University Press
Walker, N. (2014). ‘Neurodiversity’: Some basic terms and definitions. [Accessed 27 July
2017] from http://neurocosmopolitanism.com/neurodiversity-some-basic-terms-
definitions

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A Guide to Specific Learning Differences

Dyslexia

‘The trouble was that she (the teacher) gave me too many instructions. By the time I got to
where I needed to be I had forgotten all but the last one and that didn’t make any sense on its
own. So I hid.’
Emma age 11

What it is

The British Dyslexia Association (BDA) Management Board have adopted the definition of
dyslexia published in 2009 from Sir Jim Rose’s Report on ‘Identifying and Teaching Children
and Young People with Dyslexia and Literacy Difficulties’: It is recommended that this
definition is used with the additional paragraph from BDA as shown below:

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent
word reading and spelling.

• Characteristic features of dyslexia are difficulties with phonological awareness, verbal


memory and verbal processing speed.
• Dyslexia occurs across the range of intellectual abilities.
• It is best thought of as a continuum, not a distinct category, and there are no clear cut-
off points.
• Co-occurring difficulties may be seen in aspects of language, motor co-ordination,
mental calculation, concentration and personal organisation, but these are not by
themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by
examining how the individual responds, or has responded, to well-founded intervention.

In addition to these characteristics, the BDA acknowledges the visual and auditory
processing difficulties that some individuals with dyslexia can experience. It points out that
dyslexic readers can show a combination of abilities and difficulties that affect the learning
process.

What it means

Not all dyslexic children are affected in the same way. Some may have mild problems, whilst
others will have more profound difficulties across more than one area. Difficulties can be
exacerbated depending on the task and external factors. A dyslexic learner’s performance is

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A Guide to Specific Learning Differences

often variable, as they can have good days and bad days. Their difficulties can include
phonological, visual and memory difficulties:

• Phonological difficulties
Dyslexic children with phonological difficulties can lack automaticity with sound/letter
correspondence, which is needed for decoding and pronouncing words for reading, and
encoding for spelling.
• Memory difficulties
Dyslexic individuals often have difficulty holding information in their short-term memory
and also with retrieving it from their working memory.
• Visual difficulties
Dyslexic individuals can often have difficulty with tracking accurately; they may
experience glare from reading black on white, or blur from certain fonts.

What to look for

In general, a learner who has a cluster of the following may be dyslexic:


• Difficulty with learning to read and/or write despite intervention;
• Slow speed of processing spoken and/or written language;
• Poor word retrieval;
• Poor concentration/ easily distracted;
• Difficulty learning the days of week and months of the year;
• Difficulty telling the time and with aspects of time, such as yesterday and tomorrow;
• Poor time keeping;
• Poor personal organisation;
• Left/right confusion;
• Employing avoidance tactics, such as sharpening a pencil or looking for books;
• Acts as the class clown.

Written Work:
• A poor standard compared with oral ability;
• Poor pencil grip;
• Poor handwriting, with reversals and badly formed letters;
• Poor presentation and disregard of the margin;
• Messy appearance with many crossings out and spellings attempted several times;
• Persistent reversal confusion, e.g. b/d, p/g, p/q, n/u, m/w;
• Transposed letters, e.g. tired for tried;
• Produces phonetic and bizarre spellings which may not be age appropriate;
• Unusual letter sequencing.

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A Guide to Specific Learning Differences

Reading:
• Slow reading progress;
• Difficulty with blending letters together;
• Difficulty with syllable division and identifying beginning, middle and end sounds;
• Difficulty with pronouncing unfamiliar words;
• Difficulty with expression;
• Lack of automaticity, especially when reading aloud;
• Unable to recognise familiar words;
• Omits words, or adds or substitutes words;
• Loses the point in stories;
• Difficulty identifying the main points;
• Difficulty with comprehension.

Strengths:
Dyslexic learners may show strengths in the following areas:
• Creativity;
• The ability to visualise things;
• Practical and problem solving skills;
• Lateral thinking skills;
• Being able to see the big picture (global thinkers) in terms of strategies and problem
solving;
• Good visual-spatial awareness;
• Good verbal communication skills;
• High levels of motivation and persistence.

Routes to identification

• Checklists: A simple list of questions that give indicators of dyslexia.


• Screening tests: Commercially available tests (paper based or online) that can be
administered by a non-specialist, although the tester should be trained and confident
to interpret the results appropriately.
• Qualified Specialist Teacher/Assessor Diagnostic Assessment: The assessor should
have a Level 7 Specialist qualification for diagnosing dyslexia (e.g. AMBDA). A battery
of tests is conducted to assess intellectual capacity, cognitive development and levels
of literacy attainment. A profile of strengths and weakness is produced in a report
with recommendations.
• Educational Psychologist Assessment: The psychologist should be HCPC registered.
They select appropriate tests, including closed tests only available to psychologists, to
diagnosis any underlying difficulties and they produce a report with conclusions and
recommendations.

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A Guide to Specific Learning Differences

Prevalence

Around 1 in 10 of the population are thought to be dyslexic.

For further Information

• http://www.bdadyslexia.org.uk/educator/bda-services-educators
• http://dyslex.io
• http://www.thedyslexia-spldtrust.org.uk
• https://www.helenarkell.org.uk
• http://www.irlensyndrome.org/toolkits-for-parents-and-educators

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A Guide to Specific Learning Differences

Dyspraxia/Developmental Coordination Disorder (DCD)

‘When you are perching on a high stool with no back or arms, you may be so busy trying to
keep your balance that you can’t listen to the teacher.’
Victoria Biggs. Caged in Chaos.

What it is

Dyspraxia, otherwise known as Developmental Coordination Disorder (DCD) is a common


disorder affecting fine and/or gross motor skills coordination, in both children and adults.
The Dyspraxia Foundation adds to this, recognising the many non-motor difficulties that
may also be experienced by people with the condition and which can have a significant
impact on daily life activities. These include memory, perception and processing as well as
additional problems with planning, organising and carrying out movements in the right
order in everyday situations. Dyspraxia can also affect articulation and speech (Dyspraxia
Foundation, 2015).
It is a lifelong condition.

What it means

Dyspraxia/DCD can affect almost every part of an individual’s life and makes living and
learning more challenging. Many of the skills other people take for granted or seem to just
‘do’ have to be taught, learned and practised; they do not come naturally. This can be
difficult to understand and dyspraxic learners are often frustrated if the issues that they are
experiencing are not recognised and responded to appropriately. Dyspraxic individuals find
it difficult to copy movements demonstrated by someone else, and they may appear
inefficient or awkward in the way they carry out activities/tasks. They have an inconsistent
learning performance and weak perceptuo-motor skills.
They benefit from support and encouragement in class and other environments, which will
allow them to feel more comfortable and more likely to engage, whilst keeping their self-
esteem afloat.
Dyspraxia/DCD affects each individual differently, ranging from mild to severe. Many
learners fall somewhere between the two extremes and are dependent on appropriate
support in all environments to reach their potential. Teachers should respond to the
predominant need that the learner is exhibiting at any time (these may change with subject
area and a learner’s age). Responding to need is always more preferable to responding to
diagnosis.
Learners will present with a cluster of differences as seen in the Combined SpLD Checklist.
Most commonly these will include:

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A Guide to Specific Learning Differences

• Delays in reaching milestones - some never crawl;


• Challenges with handwriting;
• Poor posture/hypermobility;
• Poor ball skills (throwing and kicking);
• Challenges using equipment/utensils, e.g. scissors, rulers, cutlery;
• Challenges dressing and undressing;
• Challenges with, or awkward, running, jumping, skipping;
• Poor stamina;
• Difficulty remembering instructions;
• Challenges with personal organisation;
• Problems learning to ride a bike;
• Require more time to process and act upon information.

The structure of secondary and further education may prove too difficult for the learner and
their struggles may become more evident as a result. If needs are not met they may become
disaffected and exhibit challenging behaviour.

What to look for

• Challenges with physical activities such as in P.E., especially activities that involve eye-
hand and eye-foot co-ordination (i.e. ball skills), running, hopping, jumping, climbing,
skipping, learning to ride a bicycle, using equipment and working as a team.
• Poor posture, body awareness and awkward, effortful movements, hypermobility.
• Poor short term visual and verbal memory - copying from the board, dictation, following
instructions.
• Handwriting challenges both with style and speed - frequently children have an awkward
pen grip.
• Challenges organising themselves and equipment.
• Difficulty with activities which involve well developed sequencing ability.
• Problems with awareness of time, pupils need constant reminders.
• Sensory issues e.g. light, sound and heat intensity.
• Takes longer to process information.
• Extremes of emotions.
• Lack of awareness of potential danger, particularly relevant to practical and science
subjects.
• Problems with forming friendships (later in primary and in secondary school).
• Immature behaviour.
• Poor personal hygiene/self-awareness.

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A Guide to Specific Learning Differences

Strengths:
• Tenacious;
• Creative;
• Empathetic;
• Kind;
• Polite;
• Keen to please;
• Sensitive;
• Often good at drama/singing/creative activities.

Prevalence

At least 5% of the population in varying degrees. It is probable that there is at least one child
with Dyspraxia/DCD in every classroom who will require access to a specific treatment
programme. Dyspraxia/DCD can present as a unique condition but often co-exists with other
SpLD.

Routes to identification

Medical diagnosis via a GP with referral to a Paediatrician & Occupational Therapist (OT)
and/or Physiotherapist (PT).
A cognitive assessment by an educational psychologist or specialist teacher may highlight
working memory and speed of processing weaknesses.

For further Information

• http://www.dyspraxiafoundation.org.uk
• http://www.movementmattersuk.org

Dyspraxia can also affect speech and language (Developmental verbal dyspraxia).

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A Guide to Specific Learning Differences

Developmental Verbal Dyspraxia (DVD)

‘It is no good just explaining something. I have to feel the words.’


Joe. A young man with verbal dyspraxia.

What it is

Developmental verbal dyspraxia is a rare condition which refers to difficulties in making and
coordinating the precise articulatory movements required in the production of clear speech.
Children with DVD find it challenging to make speech sounds correctly and to join sounds
together in words and sentences.
Oral dyspraxia, on the other hand, refers to the challenges in coordinating the movements
of the vocal tract (larynx, lips, tongue, palate) when not producing speech. Children with
oral dyspraxia have challenges carrying out oral motor tasks such as blowing and licking. It
would seem logical to think that if a child has verbal dyspraxia they must have oral dyspraxia
too, but research suggests otherwise. Although most professionals now distinguish between
the two, occasionally the terms are used interchangeably, which can be confusing.
Some children with verbal dyspraxia will also have an element of motor dyspraxia.
Early identification is crucial to success. These children need a high level of specialist speech
and language therapy over a number of years, and in some cases other professional input.
They may also exhibit differences with reading, spelling and handwriting, particularly if their
speech difficulties persist beyond the age of 5 ½ years.

Routes to identification

This is a diagnosis made by a speech and language therapist (SLT) and a teacher can refer
directly to this specialist. A health visitor may well be the first person to recognise
differences with SLCN (Speech, Language and Communication Needs). Otherwise, a GP
should be consulted and a referral to a SLT (Speech and Language Therapist) should be
made.

For further information

• http://www.afasic.org.uk
• http://www.ican.org.uk
• https://www.rcslt.org Policy Statement on Developmental Verbal Dyspraxia,
published 2011.
• http://www.dyspraxiafoundation.org.uk

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A Guide to Specific Learning Differences

Dysgraphia

‘It’s like my hand just won’t do what my brain is telling it to. Like it’s lost a connection.’

Amy. Age 12.

What it is

The recognition and diagnosis of dysgraphia is a rather contentious issue. Use of the term is
increasingly common, with some suggestion that dysgraphia belongs to the same family of
developmental disorders as dyspraxia and dyslexia, although it is not listed as a specific
learning difficulty in the SEND Code of Practice. Some people consider that dysgraphia goes
hand in hand with dyspraxia; however, because at the current time there is not a recognised
list of agreed core symptoms/indicators, the Dyspraxia Foundation prefers to use the term
'handwriting difficulties'.

What it means

Handwriting difficulties are more than simply 'untidy' writing; they can affect the ability to
write legibly, fluently, comfortably and effortlessly. They can limit people's ability to reach
their potential as they may struggle to express their thoughts on paper or may avoid writing
altogether.
According to Angela Webb, the Chair of the National Handwriting Association:
"In terms of a diagnosis and use of a term to label a certain condition, we go by the
Diagnostic and Statistical Manual - 5th edition (DSM V). In order for a diagnosis to be given,
there has first to be a standardised way of measuring the performance with set and agreed
cut-off points. At present, there is no consensus here. Although the term 'dysgraphia'
appeared in DSM IV, it was described as "a generalised difficulty with written expression"
and did not specify the three main types of possible handwriting deficiency: orthographic,
motor, or perceptual. Not surprisingly, given the range of components which might cause a
problem, the term dysgraphia does not appear in DSM V, despite its frequent use in the US
literature.’
It is sometimes believed that all children with dyspraxia/DCD have dysgraphia, but this is not
the case. Although a common feature of dyspraxia/DCD is difficulty with handwriting, some
diagnosed children can produce tidy and legible handwriting (although this is usually at the
expense of quantity) and others may produce writing which is fast, though poorly
controlled. Conversely, poor handwriting can exist independent of dyspraxia/DCD,
particularly if the difficulties are not motor in origin, or if poor motor control results from a
different aetiology, such as impulsivity. Poor handwriting is also frequently reported in

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A Guide to Specific Learning Differences

children who meet the criteria for other developmental disorders, such as ADHD, Dyslexia
and mild spectrum Autism.
Handwriting is a complex skill requiring a blend of motor, perceptual and orthographic skills.
Challenges in handwriting can be caused by weakness in one or all of these areas so
meaningful interventions need to take into consideration the root of the challenge being
experienced. For example, an appropriate motor programme may address and strengthen
some of the weaknesses being experienced but may not impact on the non-motor
weaknesses.
The absence of clarity in terms can cause confusion for families seeking a diagnosis (or
indeed those who have been given the diagnosis without advice as to its impact). Currently,
it seems reasonable to stick with the DSM-V and say that until we have consensus and clear
diagnostic tools to measure the type and severity of the condition, the term 'dysgraphia' is
meaningless. Therefore, it should not be used in the way that other developmental
disorders' labels are used.
The National Handwriting Association encourages the use of the term 'an impairment in
written expression' under the category of “specific learning disorder” (DSM V) or 'a difficulty
with orthographic integration (i.e. handwriting)'.

Routes to identification

Because of the lack of consensus, the National Handwriting Association considers the
diagnosis of dysgraphia to be unsound. However, it is recognised that many people
experience handwriting difficulties. Identification of such difficulties has to be through an
educational/clinical psychologist, or an SpLD assessor in the UK, and the exact nature of the
difficulty (e. g. motor, orthographic, perceptual) should be stated. Despite it being a
relatively common condition, it is sometimes hard to find a person who feels confident to
assess it.

For further information

• http://www.nha-handwriting.org.uk
• https://www.patoss-dyslexia.org.uk

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A Guide to Specific Learning Differences

Developmental Language Disorder (DLD)

‘Sometimes it’s like having tape on my mouth. By the time I have worked out how to say
something it is no longer relevant.’
Josh. Age 13

What it is

Developmental Language Disorder (DLD) is a term used to describe persistent difficulties


with learning and using spoken language. These difficulties with spoken language impact on
daily life at home and at school. There has been much debate about the terminology
associated with DLD; until recently it was known as specific language impairment (SLI) but
you may hear the terms ‘language disorder’ ‘speech and language disorder’ or ‘language
impairment’. Children are described as having DLD when they struggle to understand and
use spoken language to communicate and learn. Children with DLD have no other
condition; their main difficulty or area of need is in learning to understand and use
language. Children with DLD usually struggle at school despite the fact that they often have
learning strengths, for example good non verbal reasoning. They often seem to lose
concentration in lessons as so much learning depends on being able to understand and use
language. All their efforts are spent making sense of the language in instructions and it can
be difficult to listen and work things out at the same time. . Children with DLD won’t just
‘pick up’ language; they will need to be taught language skills in a specific way. They will
need the right support in order to reach their full potential. This support will be from a
speech and language therapist along with other specialists, such as a language advisory
teacher but it will also be necessary to ensure that school staff understand how to support
pupils with DLD. Without the right support, DLD may cause lifelong difficulties. The support
a child needs will depend on the type of difficulties they have, the severity of these
difficulties.

What it means

Children with DLD struggle to put their thoughts into words (expressive language) and
understand what is said to them (receptive language). These skills are essential for reading,
learning in school and other environments, for developing and maintaining successful
friendships and managing everyday interactions. Speech and language allow children to
express what they feel, to control and regulate their emotions, to join in and to problem
solve. Early identification and intervention has been shown to be most effective in ensuring
better outcome; without this, the consequences can be devastating for the child. Often

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described as a ‘hidden disability’, children can find extremely convincing strategies to make
it appear that they are following what is being said or is happening.
No two children with DLD are the same but they may display some or all of the following
features:

• have difficulty saying what they want to, even though they have ideas;
• struggle to find the words they want to use (word finding difficulties);
• talk in sentences but be difficult to understand;
• produce muddled speech, making it difficult to follow what they are saying. A
child with DLD won’t necessarily sound like a younger child; instead their
speech might be disorganised or unusual;
• find it difficult to understand words and long instructions;
• have difficulty remembering the words they want to say;
• find it hard to join in and follow what is going on in the playground.

Prevalence

Recent research found that 7.6% of children in reception class have DLD. This means that an
average of two children in every class of 30 experience language difficulties that are severe
enough to hinder academic progress. Further analysis, from the same study, found that
children don’t grow out of the condition, maintaining a 2-3 year gap in language skills
throughout primary school. These difficulties are known to continue throughout secondary
schooling. Considering the fundamental role that language plays in learning and in
developing social and emotional skills, this is significant.

Routes to identification

Recent discussion has centred on the importance of having a range of different types of
information to aid identification: formal assessment, informal assessment, observation, and
classroom behaviour checklists. A speech and language therapist would carry out this range
of assessments in order to profile difficulties.
Checklists are also available which school or early years’ staff can use in order to identify the
need for further investigation.
Early recognition is essential and parents, early years practitioners, or teachers can refer
directly to an SLT (Speech and Language Therapist). Parental consent must always be
obtained before a referral is made.

For further Information

• http://www.talkingpoint.org.uk/
• https://www.thecommunicationtrust.org.uk/

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A Guide to Specific Learning Differences

• http://www.afasic.org.uk/
• http://www.ican.org.uk/

You can find out more information about DLD in “The SLI Handbook”, currently being
updated and renamed available from I CAN’s online shop (icancharity.org.uk/resources/sli-
handbook).

A Note on Speech, Language and Communication Needs (SLCN)

1.2 million children in the UK struggle to communicate (Law et al., (2000). A very significant
proportion of language issues can be long-term and persistent – in other words children and
young people won’t ‘grow out of it’ (Stothard et al., 1998).

10% of all children have long term, persistent SCLN. This means 2 to 3 children in every
classroom have a significant communication difficulty.

This 10% is divided into:


• children who have SLCN as a result of another condition such as autism or a hearing
impairment;
• children who have SLCN as their primary condition - 7% of children and young people
have SLCN as their main or primary condition – this is known as a Specific Language
Impairment (SLI) (Tomblin et al., 1997; Lindsay et al., 2008).

A further group of children have SLCN associated with social deprivation. These children
have poor or immature language and have the potential to catch up with their peers.
Approximately 50% of children, particularly in areas of social deprivation, are starting school
with language skills below the expected level for their age (Law et al., 2011).

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Dyscalculia

‘I find it so hard. Numbers terrify me so I spend most of the lesson just keeping my head down
and hoping the teacher won’t notice me.’
Jill. Age 12.

What it is

The word dyscalculia is made up of “dys” = difficulty, and calculus = counting stone. Thus,
dyscalculia refers to a difficulty with arithmetic. It should be noted that there is, currently,
far less research in this area than for other SpLD. Therefore, agreed definitions of dyscalculia
are more difficult to find.
The DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th ed., American
Psychiatric Association, 2013) recommends a diagnosis of developmental dyscalculia when
“mathematical ability, as measured by individually administered standardized tests, is
substantially below that expected given the person’s chronological age, measured
intelligence and age-appropriate education.”

What it means

In general, we would expect to see:


• problems with counting from a given point;
• confusion with number direction (92 or 29);
• challenge remembering how numbers are written;
• challenge understanding mathematical symbols;
• challenges with the concept of space and/or direction;
• takes a long time to complete mathematical tasks;
• problems with estimating;
• problems with the planning of activities;
• poor memory for basic maths facts;
• high levels of debilitating anxiety related to maths;
• problems with orientation/direction;
• mixing up similar looking numbers;
• a poor understanding of place value and its use in calculations;
• problems remembering shapes;
• problems counting backwards;
• poor concept of time and reading analogue clocks/watches;
• inability to subitise.

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People usually think of challenges with maths in terms of learning in the classroom;
however, if an individual has dyscalculia the ramifications of this extend across many other
significant areas involved in daily living. These include money and budgeting, time keeping,
organisation, and understanding weight and measurement. This can have a profound
influence on job opportunity and retention.

Prevalence

Dyscalculia is thought to affect between 3-6% of the population to varying degrees (Price
and Ansari, 2013).
This journal is available online at:
http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1112&context=numeracy)

Routes to identification

Checklists: A simple list of questions that give an indication of dyscalculia.


Screening: Using a commercially available tool that can be administered by a non-specialist
although training is recommended.
Specialist Teacher Assessment: Usually uses a variety of tools to produce a picture of
strengths and weaknesses, a more detailed report where the focus is on support strategies.
Educational Psychologist assessment: Uses a variety of tests (often closed ones) looking at
how an individual processes information to build up a picture of strengths and weaknesses.

For further Information

http://www.bdadyslexia.org.uk/dyslexic/dyscalculia

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A Guide to Specific Learning Differences

Autism Spectrum Disorder (ASD)

‘We’re usually very visual learners with poor short term memory, so we’ll forget much of what
you tell us almost immediately unless we read it or write it down, are shown something in the
format of picture/graphics/video, or can relate it quickly to some other long term memory we
have.’
Pixie. An autistic teenager.

What it is

Autism is a life-long developmental disability affecting social and communication skills and
the way in which people experience the world around them. It is not classified as a specific
learning difficulty.

What it means

Autism can be disabling and debilitating if it is not accepted and supported appropriately.
It is a spectrum disorder; this means that an individual may exhibit a wide range of issues.
Furthermore, these issues can vary widely from one individual to another. Challenges may
also vary for an individual person on a daily basis, meaning they may be more or less
sensitive to particular things on different days.

Individuals have challenges with:


Social Communication: People with autism spectrum disorders have challenges with verbal
and non-verbal communication; for example, they may have difficulty interpreting the
meaning of gestures, facial expressions, or intonation and tone of voice. People with autism
often understand the meaning behind these areas of communication but can struggle with
how they vary according to context. For example, a raised voice can indicate anger or
excitement and people with autism may find it difficult to interpret which of these emotions
is being conveyed. They can have a wide and extensive vocabulary but may use language
that is overly formal or literal in meaning.
Social Interaction: Children and adults with autistic spectrum disorders have challenges with
social relationships. They may, for example, appear aloof and indifferent to other people.
Due to challenges in reading facial expressions and body language, people with autism may
engage in long monologues or interrupt conversations in a way that can seem inappropriate.
Imagination: There is a weakness in the development of play and imagination; for example,
autistic children do not develop creative “let’s pretend” play in the way that other children
do. They have a limited range of imaginative activities, possibly copied and pursued rigidly

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A Guide to Specific Learning Differences

and repetitively. Issues with social imagination mean that people with autism often find it
challenging to visualise what is coming next. This can lead to a reliance on structure and
routine or raised levels of anxiety when plans change unexpectedly.
Sensory needs: People with autism can be over or under sensitive to all 7 senses (touch,
taste, sight, sound, smell, vestibular and proprioception.) Also, their ability to process these
senses is not static and can change depending on levels of stress. This can mean that people
on the autism spectrum require occupational therapy adjustments.

Positive features:
• honesty;
• live in the moment;
• rarely judge others;
• are passionate;
• have terrific memories;
• not tied to social expectations;

Prevalence

1 in 100 people are thought to be affected in the UK.

Asperger Syndrome (AS)

The most recent editions of the DSM and ICD diagnostic manuals do not include Asperger
Syndrome as a separate diagnosis; individuals presenting with these characteristics will now
be given a diagnosis of ASD. However, many students currently have a diagnosis of Asperger
Syndrome. People with AS do not usually have the accompanying learning disabilities
associated with autism, and their language skills are highly developed. However, they still
have challenges understanding language and communication.

Routes to identification

GP and referral to a paediatrician and usually a multi-disciplinary team of specialists.

For further information

• http://www.autism.org.uk
• http://www.autismeducationtrust.org.uk

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A Guide to Specific Learning Differences

Attention Deficit Hyperactivity Disorder (ADHD)

‘It’s like there is three of me, all wanting to do different things at the same time.’
Adam. Age 10.

What it is

ADHD is a lifelong condition characterised by inattentiveness, hyperactivity and impulsivity.


People with ADHD tend to find it difficult to maintain focus and are hyperactive (always on
the go). They may exhibit unwanted or inappropriate behaviour, seem inattentive, and act
on impulse. In order to be identified as ADHD, the behaviours should be present in at least
two environments (e.g. home and school) and should have been present before the age of
12 years.
ADHD can exist in isolation but is commonly seen co-occurring with one or more SpLD.
There are three presentations of ADHD:
• inattentive presentation (sometimes referred to as ADD);
• hyperactive-impulsive presentation;
• combined presentation, which is the most severe.
In terms of gender and ADHD, most research is consistent that there are more boys than
girls with ADHD Hyperactive-Impulsive presentation but there are more girls than boys with
ADHD Inattentive presentation.

This is an important issue as it is easier to spot hyperactive and impulsive symptoms and
there is a lot of evidence to support that girls with ADHD Inattentive type are missed,
especially during the primary school years. This can have serious long term consequences in
terms of their learning, behaviour and self-esteem later in life.

This is one of the major reasons why the age on onset was raised from 7 to 12 in the recent
DSM-V in terms of identification of symptoms.

What it means

Children can display behavioural differences if their needs are not understood. This may
lead to social exclusion.

Inattentiveness:
• having a short attention span and being easily distracted;
• making careless mistakes;
• appearing to be unable to listen to or carry out instructions;

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A Guide to Specific Learning Differences

• constantly changing activity or task;


• issues with organisation.

Hyperactivity and impulsiveness:


• being unable to sit still, especially in calm or quiet surroundings;
• constantly fidgeting;
• lack of concentration;
• excessive physical movement;
• constant chattering;
• butting in/interrupting conversation/not able to take turns;
• acting impulsively;
• little or no sense of danger i.e. consistent risk taking behaviour.

Positive features:
• engaging/charismatic personality;
• adventurous;
• creative;
• lots of interests;
• resourceful;
• willing to explore.

Prevalence

It is estimated that between 1 and 4% of children will have the disorder (1% will meet the
diagnostic criteria for a severe form).

Routes to identification

Diagnosis should be a medical one. A child should be seen by a GP in the first instance and
may be referred to a paediatrician, a clinical psychologist or psychiatrist.

For further Information

• http://www.adhdfoundation.org.uk/
• http://www.addiss.co.uk/
• http://www.adders.org/

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A Guide to Specific Learning Differences

Anxiety and mental health

‘When people experience sensory overload or anxiety their behaviour may seem a little
different to others, they aren't having a tantrum or being un-cooperative they are simply
overwhelmed and trying to cope best they can.’

Rosie.

One further area which cannot be classified as an SpLD but which warrants inclusion in the
Guide is anxiety and mental health. In March 2016, the Department for Education published
a booklet entitled ‘Mental health and behaviour in Schools: Departmental advice for School
Staff’. This lists low self-esteem, academic failure, neurodiversity and communication
difficulties as some of the high risk factors in the development of mental health issues. One
that is particularly relevant in the classroom is anxiety.

What it is

Anxiety is a term that has a general meaning as well as a clinical one. The dictionary
definition of anxiety is that it is a feeling of worry, nervousness, or unease about something
with an uncertain outcome. It is a normal response to a frightening or unknown situation,
such as attending a job interview or preparing for exams. For most of us anxiety is
transitory and we can find techniques to help us manage it. However, unless recognised
and managed appropriately, feelings of anxiety can escalate to something completely
debilitating and can be diagnosed as a mental disorder.

From a clinical perspective anxiety is grouped into the following:

• Fears and Phobias


• General anxiety
• Separation anxiety
• Social anxiety
• Panic attacks

Read the Royal College of Psychiatrists leaflet on Worries and Anxieties: Information for
Young People for more detailed information -
http://www.rcpsych.ac.uk/healthadvice/parentsandyoungpeople/youngpeople/worriesand
anxieties.aspx

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A Guide to Specific Learning Differences

Anxiety is a common and recurring theme amongst people with SpLDs – a Dyspraxia
Foundation survey in 2014 found that 40% of young people with Dyspraxia/DCD aged 13-19
years felt anxious ‘all the time’.

Many anxiety disorders begin in childhood and adolescence (Anxiety UK, 2016), and have
been reported as one of the most common forms of psychological distress for people with
learning differences (Deb et al., 2001; Emerson, 2003). Further, it is likely that individuals do
not seek help for significant levels of anxiety, meaning that many remain undiagnosed and
without treatment.

What it means

In an article published by the British Psychological Society journal in 2012, it is reported that
‘social anxiety in learning situations such as seminars and presentations can inhibit student
participation and impair the quality of student life.’

Anxiety may manifest in disruptive behaviour, inattention, throwing tantrums, panic attacks
and physical symptoms such as stomach aches or palpitations, and not engaging with the
learning process. Children with learning differences are likely to become anxious when they
realise that classmates are finding things easier than they are, which can become a block to
learning. We know that there are high levels of anxiety in children and young people who
have autism. Teachers should pay attention to the emotional climate of their classroom; it
should not be threatening or anxiety provoking. They should think about and talk to the
child to find out what is behind their behaviours or other symptoms. An awareness and
understanding of the issues faced by children and young people with neuro-divergence will
help greatly in achieving this balance.

What to look for:

• tiredness;
• lack of concentration;
• irritability;
• sadness/withdrawal;
• loss of self-confidence;
• a change in behaviour;
• seems worried;
• easily upset;
• complains of feeling sick;
• complains of feeling shaky/dizzy;
• hert is racing;
• short of breath;
• thinks unpleasant thoughts.

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A Guide to Specific Learning Differences

You will have to play detective, as many of these symptoms may be related to other
conditions as well

Prevalence

About 1 in 10 young people aged 5-16 have a mental disorder (Green, 2004) and of these
young people, 3.3% will have an anxiety disorder. The prevalence of anxiety increases with
age, and teenage girls are more likely to have an anxiety disorder than boys.

• 4.4% of young people aged 11-16 have an anxiety disorder compared to 2.2% of 5-10
year olds
• 5.2% of teenage girls aged 11-16 will have an anxiety disorder compared to 3.6% of
boys.

The caveat here is that this data is from 2004 and that it only refers to symptoms of anxiety
that are severe enough to be considered a mental disorder.

There will be a new prevalence survey of children and young people’s mental health
published in 2018. Currently there are some indications that mental health problems,
especially anxiety has increased in girls and young women.

According to Anxiety UK

1. 13.3% of 16 – 19 year olds and 15.8% of 20 – 24 year olds have suffered from anxiety
(neurotic episode).
2. 1.7% of 16 – 19 year olds and 2.2% of 20 -24 year olds have suffered from a depressive
episode.
3. 0.9% of 16 – 19 year olds and 1.9% of 20 – 24 year olds have suffered from obsessive
compulsive disorder.
(www.anxietyuk.org.uk/our-services/anxiety-information/young-people-and-anxiety)

Routes to identification

There are a range of services that support children and young people’s mental health, and
treat mental ill health. The Children and Young People’s Mental Health System, is
sometimes conceptualised as a 4 tiered strategic framework, with non mental health
professionals such as teachers, GPs, school nurses, health visitors being in tier 1. This means
that teachers may be the first person to be alerted to a mental health issue. Also, we know
that young people are more likely to approach their teacher than a mental health
professional. This means they should act upon their concerns. Specific services will vary
depending on the needs of the local area, with some schools having in-house mental health
provision such as a counsellor, but can sometimes include a broader range of support.

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A Guide to Specific Learning Differences

• The DfE suggest schools should have a clear process for identifying children in need of
further support.
• They should document evidence of the symptoms or behaviour that are causing concern
(and include this with the referral).
• They should encourage the pupil and their parents/carers to speak to their GP, where
appropriate.
• Schools should work with local specialist CAMHS to make the referral process as quick
and efficient as possible, for example by being clear who can refer, by ensuring schools
have access to the relevant forms, and by sharing information about when decisions will
be taken and fed back.
• They should understand the criteria that will be used by specialist CAMHS in determining
whether a particular pupil needs their services.
• They should have a close working relationship with local specialist CAMHS, including
knowing who to call to discuss a possible referral and allowing pupils to access CAMHS
professionals at school.
• They should consult CAMHS about the most effective methods the school can undertake
to support children whose needs aren’t severe.

The DfE guide can be found at:


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508847/
Mental_Health_and_Behaviour_-_advice_for_Schools_160316.pdf

Useful organisations

A great little video https://www.anxietyuk.org.uk/our-services/anxiety-information/young-


people-and-anxiety/

http://www.mind.org.uk/

https://www.anxietyuk.org.uk/

http://www.nhs.uk/conditions/cognitive-behavioural-therapy/pages/introduction.aspx

A blog written by a young person with anxiety can be found at:

http://thinkoutsideofthecardboardbox.blogspot.co.uk/2014/01/dyspraxia-anxiety-and-
me.html

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A Guide to Specific Learning Differences

Further information and references for mental health and anxiety

Deb, S., Thomas, M., & Bright, C. (2001). Mental disorder in adults with intellectual
disability. 1: Prevalence of functional psychiatric illness among a community-based
population aged between 16 and 64 years. Journal of Intellectual Disability
Research, 45(6), 495-505.
Emerson, E. (2003). Prevalence of psychiatric disorders in children and adolescents with and
without intellectual disability. Journal of Intellectual Disability Research, 47(1), 51-58.
Law, J., Peacey, N., & Radford, J. (2000). Provision for children with speech and language
needs in England and Wales: Facilitating communication between education and
health services.
Law, J., McBean, K., & Rush, R. (2011). Communication skills in a population of primary
school-aged children raised in an area of pronounced social
disadvantage. International Journal of Language & Communication Disorders, 46(6),
657-664.
Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, causes, and
treatments. Numeracy, 6(1), 2.
Royal College of Psychiatrists
http://www.rcpsych.ac.uk/healthadvice/parentsandyoungpeople/youngpeople/worr
iesandanxieties.aspx
Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998).
Language-Impaired Preschoolers: A Follow-Up Into Adolescence. Journal of Speech,
Language, and Hearing Research, 41(2), 407-418.
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997).
Prevalence of specific language impairment in kindergarten children. Journal of
Speech, Language, and Hearing Research,40(6), 1245-1260.

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A Guide to Specific Learning Differences

Trauma

When children struggle, misbehave, are angry, aggressive, struggle with friendships or
struggle to learn in a class environment, glaze over, seem ‘lost’, or show regressive
behaviour- the first question we should ask as adults is ‘What has happened to them?’
Trauma impacts the behaviour, relationships, learning and emotions of a child.

What it is

Trauma is an experience that renders a child terrified and powerless. The impact of a
traumatic event varies according to the intensity and frequency of the experience,
environment of the child and other factors. There is strong and growing evidence that
trauma impacts the emotions, behaviour, relationships and learning of children and young
people. Trauma symptoms can be seen in a classroom in both disruptive ‘acting out’
behaviours and less noticeable but significant in their danger, ‘acting in’ behaviours. Trauma
symptoms can be minimalized or eradicated through trauma recovery work.

Traumatic experiences, and our responses to them, vary widely and therefore it is essential
to use a trauma continuum (de Thierry, 2013) to describe how mild or severe a traumatic
experience is. Some professionals may argue that, ‘all children these days are traumatised’;
however, it is becoming known that all children know some stress, most will have
experienced a crisis, and a large percentage will have endured a traumatic experience, but
these would range in severity as shown on the trauma continuum. The trauma continuum
can help all those who work with children to use a common language, which consequently
enables a child to receive appropriate interventions that are suitable for their level of
traumatic response. The trauma continuum (de Thierry. B. 2015.) is shown below:

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A Guide to Specific Learning Differences

The trauma continuum needs to be considered together with the environmental or


parenting capacity continuum, which illustrates how greatly or reduced the impact of a
traumatic experience may be. The parenting capacity continuum for the traumatised child is
shown below:

A traumatic experience could be repeated bullying, bereavement, physical, sexual or


emotional abuse, domestic violence or abuse, an accident, a severe illness requiring medical
intervention, a parent’s physical or mental illness, violence, neglect, etc. The Type I or
‘simple trauma’ is usually defined as a one-off traumatic incident or crisis. Simple trauma is
difficult and painful and has the potential to cause injury to the child. This level of trauma
usually has less stigma associated with the experience and therefore other people are often
responsive and supportive to those who have experienced these traumatic incidents. This
results in Type I trauma being placed at the beginning of the trauma continuum; especially if
this is an experience within the context of a stable family where processing difficulties is a
normal cultural expectation, as this could significantly limit the damage. For example, a car
accident where the emergency services are involved but there is no long-term harm, or a
child who has to adapt to their parents’ divorce but this was handled with care, thereby
limiting the emotional damage to the child. The continuum progresses according to the
degree of trauma experienced, the amount of different traumatic experiences, and the level
of social support and family attachment a child has to enable them to process and recover.
Type III or complex trauma is positioned at the furthest end of the continuum, such as a
child who experiences multiple abuse and/or neglect over many years, without a family
setting in which the traumatic experience could be processed or spoken about in a recovery-
focused manner, due to either parents’ absence, neglect or inability themselves to cope
with the trauma. Complex trauma usually involves interpersonal violence, violation or threat
and is often longer in duration. It is almost always an experience that causes a strong sense
of shame due to community stigma, which can lead to the person feeling isolated and

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A Guide to Specific Learning Differences

different. For example, sexual abuse, trafficking, torture, organized abuse or severe neglect.
Abuse and neglect in childhood affects a child’s mind, their brain and its responses, their
spirit and the ability to have hope, and their relationships with others.

What it means

When a child or young person has experienced trauma, the impact can cause disruption to
their learning as their brain becomes focused on survival, thus hindering the ability to
reflect, learn new information and think. The brainstem and amygdala become stuck in a
threat response and primitive survival becomes the primary focus. Trauma impacts their
behaviour, which can often be seen as disruptive or irritating, can lead to adults telling the
children to ‘make better choices’ rather than understand the physiological nature of the
behaviour which is more dominant than their cognition. Sometimes the traumatised child is
compliant, fearful or withdrawn or seen to be ‘zoned out’ which indicates a response to
terror. The trauma impacts on their emotions often causing them to struggle to be self
regulated and instead causing them to be sensitive to perceived threat and impulsive and
emotionally volatile. Trauma impacts on relationships causing them to either be clingy,
nervous, anxious, controlling or avoidant which then can lead to lower self esteem and self
rejection due to loneliness. Trauma also impacts on the child’s memory and speech.
Sometimes traumatised children can struggle with memory issues due to coping
mechanisms that create ways to shut down incidents and experiences in their memory that
were too full of pain or shame. The broca’s area of the brain that is responsible for speech
becomes almost impossible to activate when a child is experiencing trauma or trying to
recall a trauma or shame filled experience. Sometimes they swear or shrug their shoulders
to protect them from the vulnerability of not being able to speak intelligently due to the
impact of trauma.

Trauma symptoms

• Aggression
• Self harming
• Agitation and restlessness
• Running away/out
• Fighting
• Wetting/ soiling
• Glazed over/ in own world
• Slow to respond
• Self loathing thoughts/ words
• Eating difficulties
• Socially withdrawn
• Anxiety
• Depression

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A Guide to Specific Learning Differences

• Low energy
• Feeling numb
• Feeling out of control
• Memory lapse
• Distracted
• Impulsive behaviours
• Nightmares
• Flashbacks
• Substance dependency
• Panic attacks
• Suicidal Ideation

Prevalence

• 130,000 live in households where there is a known high risk case of domestic abuse and
violence.
• There is a major overlap between direct harm to children & DA. 62% of children were
also directly harmed (in plain sight CAADA 2014)
• Neglect is the main concern in 46% of CP plans. (DofE 2016)
• 69,540 are looked after by a local authority in UK (ONS 31/3 (/15)
• 46,690 are the subject of a Child Protection Plan in UK (2016)
• 1,300 are privately fostered
• 300 are in secure children’s homes
• A child is unlawfully killed in England & Wales once a week.
• 44% rise in child sex offences in the last year – 15 a day

We know that a lot of children have experienced significant trauma. This is reflected in the
rise in demand for access to mental health support. 1 in 3 diagnosed mental health
conditions in adulthood are known to directly relate to adverse childhood experiences.
Around 1 in 10 children and young people have a diagnosable mental health condition,
which translates to three students in every class. 3 in 100 children experience the death of
a parent or primary care giver before they are 14 years of age. Due to the trauma of the lack
of consistency of care from a primary care giver and the traumatic experiences (neglect,
abuse, bereavement etc.) that led to the child becoming looked after, fostered or adopted,
these children are at high risk of mental health challenges, emotional and behavioural
challenges and they are four times more likely to attempt suicide in adulthood (Young
minds Addressing Adversity 2017).

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A Guide to Specific Learning Differences

Routes to identification

• Asking ‘what happened to them?’ ‘Is there something they are trying to say through
their behaviour?”
• Using the trauma continuum to discuss with other adults in their world the level of
trauma they may have experienced and therefore the level of impact.

References

de Thierry, B. (2015) Teaching the Child on the Trauma Continuum. Grosvenor.

https://youngminds.org.uk/media/1241/report_-_beyond_adversity.pdf

For further information

Websites

www.betsytraininguk.co.uk

www.trc-uk.org

www.youngminds.org.uk

www.traumarecoverynetworkuk.com (a network of trauma focused organisations coming


soon)

Books

Bomber, L.M. (2007) Inside I’m Hurting: Practical Strategies for Supporting Children with
Attachment Difficulties in Schools. Worth Publishing.

de Thierry, B. (2015) Teaching the child on The Trauma Continuum. Grosvenor House.

de Thierry, B. (2016) The Simple Guide to Child Trauma. Jessica Kingsley Publishers.

Perry, B. and Szalavitz, M. (2007) The Boy Who Was Raised as a dog. And other stories from
a child psychiatrist’s notebook. Basic Books.

Van der Kolk, B. (2015) The Body keeps the Score: mind, brain and body in the
transformation of trauma. Penguin.

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A Guide to Specific Learning Differences

An overview of referral routes

SpLD Options for further Contact information


identification & support

Dyslexia screening – carried http://www.bdadyslexia.org.uk/edu


Dyslexia out by a non-specialist using a cator/bda-services-educators
commercially available tool.
http://www.dyslexiaaction.org.uk/
Training is recommended.
https://www.helenarkell.org.uk/
Dyslexia Specialist Teacher
Assessment https://www.patoss-dyslexia.org/
Educational Psychologist
Assessment

Referral to GP and http://www.dyspraxiafoundation.or


Dyspraxia paediatrician, occupational g.uk
therapist and/or
http://www.movementmattersuk.or
physiotherapist.
g/
May be by specialist
https://www.patoss-dyslexia.org/
educational assessment at
college/University.

ADHD Referral to GP, paediatrician, http://www.adhdfoundation.org.uk/


and/or psychologist &
http://www.adders.org/
psychiatrist

ASD Referral to GP, paediatrician, http://www.autism.org.uk/


and to a multi-disciplinary
team.

Dyscalculia Dyscalculia screening – carried http://www.bdadyslexia.org.uk/dysl


out by a non-specialist using a exic/dyscalculia
commercially available tool,
https://www.patoss-dyslexia.org/
training is recommended

Specialist Teacher Assessment

Educational Psychologist
Assessment

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A Guide to Specific Learning Differences

DLD GP and referral to SLT (Speech www.ican.org.uk


and Language Therapist).
www.afasic.org.uk
Note: parents and teachers
can self-refer to a SLT. www.thecommunicationtrust.org.uk

Trauma Contact a trauma focused www.traumarecoverynetworkuk.co


psychotherapist who can m
conduct a Trauma Symptom
http://www.trc-uk.org
Checklist (TSCC) or the
Trauma Symptom Checklist for
young Children (TYSCC) by
John Briere.

No referral to CAMHS as they


are not trauma focused.

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A Guide to Specific Learning Differences

Next steps: Suggestions for Continuing Professional Development

The contents of this Guide and the Teaching for Neurodiversity training materials are
intended as a starting point in raising your awareness of neurodiversity and SpLD. It is
recommended that you use these materials to identify areas where further reading and/or
study is required.
Listed below are a number of recommended websites and courses providing suggestions for
further CPD. We hope that you’ll find these useful.

Autism Education Trust

See http://www.autismeducationtrust.org.uk for information about training opportunities


and links to the Schools Autism Competency Framework and Progression Framework.

British Dyslexia Association

See http://www.bdadyslexia.org.uk/educator/bda-services-educators for full details of


training courses and accredited programmes from Level 2 upwards for educators working
with all ages and levels of learners. These include:

• Practical Solutions for Reading, Writing, and Spelling


• Dyslexia and EYFS
• Practical Solutions for Primary, Secondary, FE and HE
• Screening for Dyslexia
• Dyscalculia
• Dyspraxia/DCD
• Music learning and dyslexia
• Onsite training
• eLearning
• SASC accredited training
• Spring and Summer schools
• Webinars
For BDA school awards programmes see http://www.bdadyslexia.org.uk/services/quality-
mark and http://www.bdadyslexia.org.uk/about/projects/early-intervention-project-eip

Dyspraxia Education

See http://www.dyspraxia-ed.co.uk/ for a range of CPD training for teachers and


professionals.

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A Guide to Specific Learning Differences

Dyspraxia Foundation

See http://www.dyspraxiafoundation.org.uk for information and resources to help with


understanding and supporting children and young people with dyspraxia/DCD.

Resources include a set of downloadable guidelines for teachers/lecturers supporting those


with dyspraxia/DCD:

Primary. http://dyspraxiafoundation.org.uk/wp-content/uploads/2014/12/Primary-
Classroom-Guidleines-Scanned.pdf

Secondary http://dyspraxiafoundation.org.uk/wp-content/uploads/2014/10/Secondary-
school-guidance.pdf

Post 16 http://dyspraxiafoundation.org.uk/wp-
content/uploads/2013/10/DYSP_12PP_2016.pdf

Helen Arkell Dyslexia Centre

See https://www.helenarkell.org.uk/courses.php for a full list of available courses, including:

• Free training for teachers


• Laser Learning Awards Level 3
• OCR Diploma Levels 5 and 7
• Writing diagnostic assessments
• Using and understanding standardised tests
• Assessing adults age 16+
• CPD Social, Emotional and Mental Health
• CPD ADHD and ASD
• Elklan Speech and Language Support

Helen Sanderson Associates

See http://helensandersonassociates.co.uk/person-centred-practice/one-page-profiles for


information on developing one-page profiles.

I CAN

See http://www.ican.org.uk/ICAN-Training.aspx for information about training courses for


Early Years, Primary and Secondary practitioners.

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A Guide to Specific Learning Differences

London Leadership Strategy

See http://thesendreview.com for the SEND Review Guide, a tool which can be used by all
schools to audit their SEND provision.

National Handwriting Association

See http://www.nha-handwriting.org.uk/courses-events for information on available CPD


for teachers, including Courses, Events, and INSET training.

PATOSS

Patoss provides a range of professional development with many themes useful for schools.
Some are regularly scheduled at central locations or they can be provided in-house at your
school or institution.

A full listing of current CPD courses can be found on the Patoss website
https://www.patoss-dyslexia.org/ProfessionalServices/EventsCPD

These include:

• The Graduated Approach: Assess-Plan-Do- Review


• Morphology for Teachers: An Introduction:
• Supporting Multilingual Dyslexic Learners using Morphology to Develop Vocabulary
• Developing your Dyslexic Students’ Self-esteem:
• Dyscalculia: Identification and support of students with Mathematical Learning
Difficulties, Dyscalculia and Dyslexic Students who have Difficulties with Maths
• Dyspraxia in Primary & Secondary settings:
• ADHD: Teaching and Managing Children and Young People with ADHD
• Diagnostic Assessment at Secondary Level: Best Practice in Testing and Reporting
• Study Skills for Secondary & FE Learners
• SENCos & Access Arrangements:
• Diagnostic Assessment at Secondary Level: Best Practice in Testing and Reporting
• Access Arrangements Introduction and Refresher sessions
• Training for SENCOs to qualify to conduct assessments for Access Arrangements –
our Patoss AAA [Assessing for Access Arrangements]

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