1. Helping ALL children reach their
very best potential.
TEACHING CHILDREN
WITH LEARNING
DIFFICULTIES AND
DISABILITIES
C. Anderson, 2013
2. Definition of ‘Learning Disabilities’
•A broad term to describe ‘A disorder or
malfunction which results in the person
learning differently without the disorder
or malfunction…’
•Australian Commonwealth Disability
Discrimination Act 1992
3. ‘Learning Difficulties’ versus ‘Learning
Disabilities’
• Definitions vary between countries and often used inter-
changeably. In Australia:
Learning Difficulties:
• Most often refers to general difficulties in learning to read and write, though can
also be seen in other learning areas.
• Can be caused by EXTERNAL or INTERNAL factors.
Learning Disabilities:
• Difficulties in learning are caused by internal factors INTRINSIC to the
individual.
• Individuals learn and process information differently.
• Significant and often life-long.
4. Prevalence
• In Australia ….
• Learning Difficulties – 10-16% of students
• Learning Disabilities – approx. 4%
• In the United Kingdom …
• Learning Difficulties – Uses a different definition to Australia,
so difficult to compare.
• Learning Disabilities – approx 2%
• In the United States …
• Almost 3 million children have some form of LD.
5. However….
•The real figure may actually be more than
30% if general learning difficulties, behaviour
issues and low achievement are taken into
consideration. (Westwood, 2003)
6. How it represents
•Affects individuals in how they take in, remember,
understand or express information (Australian
Psychological Society).
•Difficulties in LEARNING – particularly reading,
spelling, spoken language or Maths.
•Does not refer to an individual’s intelligence – many
people with learning disabilities are considered
‘talented and gifted’ or above-average in intelligence.
8. Categorising Learning Disabilities
• Can be broadly grouped into 4 categories.
1. Language
2. Calculation
3. Problems with Motor Skills
4. Communication Disorders
BUT….
• Many other conditions and disabilities that have a negative impact on a
child’s learning and could be classed as ‘Learning Disabilities’.
• Difficulties caused by social and emotional impact of Learning Disabilities.
9. A Who’s-Who of Learning Disabilities
•Albert Einstein –
Struggled in school. Went on to become the 20th
century’s most influential physicist for the
development of his Theory of Relativity. Today, he
would likely be diagnosed with Asperger’s Syndrome.
10. A Who’s-Who of Learning Disabilities
•Thomas Edison –
Believed to have had dyslexia and possibly ADHD.
Responsible for major scientific breakthroughs and
inventions, including:
• The Phonograph –the first means of recording and
playing back sound.
• The electric light bulb.
“Genius is one percent inspiration and
ninety nine percent perspiration.”
11. A Who’s-Who of Learning Disabilities
•John Lennon – probably dyslexic.
•Alexander Graham-Bell – as above.
•Richard Branson – also dyslexic.
•Agatha Christie – dysgraphia (difficulties in
understanding written word)
•Jules Verne – ADHD
•Leonardo da Vinci – Aspergers
•Steven Spielberg – dyslexia
•Jamie Oliver – dyslexia.
12. Indicators of a Learning Disability
or Difficulty
• Generally illegible writing
• Unfinished words or omitted words
• Transposed (backwards) numbers or letters. EG: s, d, b, e, p,q, g,
3,6, 7, 2 and 9 most common.
• Words or numbers spoken out of order
• Difficulties in discriminating size, shape or colour
• Hyperactivity
• Difficulties with gross or fine motor skills.
• Difficulties in modulating voice
• Issues relating to the impact of the individual’s particular learning
issue: reading, writing, spelling, attention, Maths, attention, social-
emotional.
13. Strategies for the Classroom
• Specific strategies will apply for specific conditions. BUT, in general,
consider the following….
14. Provide a clear structure and expectations
Children with Learning Difficulties have trouble focusing.
Let them know, clearly, what is expected for the lesson.
• Use different communication modes to express these –
ie: say it and write it on the board in simple language.
• Use specific language
• Present material in small chunks.
• Clarify new vocabulary at beginning of lesson.
• Model, practice, check – repeat.
• Pause, Prompt, Praise.
15. Be Flexible
•Allow different approaches to classroom procedures.
EG
Note-taking
Oral responses
Use of technology
Assessment
Time frames
16. Be organised and promote organisation
•Maintain an organised classroom – a place for
everything and everything in its place.
•Keep learning resources in the same place and easily-
accessible.
•Have procedures for textbooks, work missed etc.
•Organisation and structure helps keep children with
learning issues from being distracted and getting
anxious about simple classroom procedures and
resources.
•Keep desks clear of unnecessary clutter.
•Think about where you seat students.
17. Model planning
•Teach students the skills to plan and break their work
down into manageable ‘chunks.’ For example:
1. Brainstorming
2. Mind mapping
3. Outlining ideas – without the need to self-correct
and edit.
4. Using visual prompts
5. Graphic organisers and scaffolds
19. Give timely feedback
Correct the student's work as soon as possible to
allow for immediate gratification and feedback.
“Students with learning disabilities do not often have
foundations of success when it comes to schoolwork.
Therefore, when they hand in work they begin to
worry about how they did. If they do not receive it
back quickly, some children may use a great deal of
energy worrying about the reactions of others if they
did not do well.” (National Association of Special Education Teachers)
20. Draw on the senses
•As much as possible, take a multi-sensory approach
to your lessons. Provide opportunities for activities
that are:
•Visual
•Auditory
•Kinesthetic
•Tactile
Increases educational value for ALL
students, but particularly those with
learning difficulties.
21. Mnemonics and memory-enhancers
• Encourage students to create their own mnemonics – personally
relevant = memorable.
• Be as silly as you like – if something is funny, there’s a better chance
we’ll remember it.
• Brainstorm key words
• Flashcards – traditional and online
• Increase attention
• Use external prompts – ie: diary, bulletin board
• Encourage higher order thinking to activate active learning
22. Resources
•Learning Support Teacher
•School Counsellor
•Colleagues
•Learning Difficulties Australia. Find them online
HERE.
•Learning Disabilities Online. Find them HERE.
•Australian Learning Disability Association. HERE
•My Scoop-it topics. These are curated on an ongoing
basis. Find them HERE.
