Specific Learning Difficulties (SplDs) affect the way information is learned and processed. They are neurological (rather than psychological), usually hereditary and occur independently of intelligence.

They include:

• Dyslexia
• Dyspraxia or Development Co-ordination Disorder
• Dyscalculia
• Attention Deficit Disorder

Following is summary information on each SpLD in adults.

For a fuller understanding, which would also be of particular interest to medical professionals, see Dyslexia and Dyspraxia in Adulthood by Dr Sylvia Moody, a leading authority on SpLDs in adults.

 

1. Dyslexia

Contrary to popular misconception, Dyslexia is not only about literacy, although weaknesses in literacy are often the most visible sign. Dyslexia affects the way information is processed, stored and retrieved, with problems of memory, speed of processing, time perception, organisation and sequencing.

Developmental Coordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke. The range of intellectual ability is in line with the general population. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience, and will persist into adulthood.

 

An individual’s coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike, play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY. There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social emotional difficulties as well as problems with time management, planning and organisation and these may impact an adult’s education or employment experiences.

Dyscalculia is characterised by an inability to understand simple number concepts and to master basic numeracy skills. There are likely to be difficulties dealing with numbers at very elementary levels; this includes learning number facts and procedures, telling the time, time keeping, understanding quantity, prices and money. Difficulties with numeracy and maths are also common with dyslexia.

Signs of Attention Deficit (Hyperactivity) Disorder include inattention, restlessness, impulsivity, erratic, unpredictable and inappropriate behaviour, blurting out inappropriate comments or interrupting excessively. Some people come across unintentionally as aggressive. Most fail to make effective use of feedback.

 

If no hyperactivity is present, the term Attention Deficit Disorder should be used: these individuals have particular problems remaining focused so may appear 'dreamy' and not to be paying attention. People with this condition are very easily distracted, lose track of what they are doing and have poor listening skills. By failing to pay attention to details, they may miss key points.

 

Autistic characteristics can co-exist with the conditions described above. Those affected often demonstrate unusual behaviours due to inflexible thinking, over-reliance on routines, a lack of social and communication skills. People with Asperger Syndrome may have learned to largely conceal their problems but still find any social interaction very challenging and panic easily when they cannot cope.

 

Since Specific Learning Difficulties are still not adequately understood in all schools many children and young people slip through education unidentified and unsupported.

Be aware that similar terminology can lead to confusion. For example, the term 'Learning Difficulties' is generally applied to people with generalised (as opposed to specific) difficulties who are of low intelligence and often lack mental capacity.

 

Many people with Specific Learning Difficulties tend to refer to themselves as having a Specific Learning Difference (both generally abbreviated to SpLDs), while others regard a label containing the word 'Learning' as inappropriate when they are no longer in education.

It is important to bear in mind that no two people with Specific Learning Difficulties will have exactly the same profile of strengths and weaknesses.
However the areas of difficulty listed below are typical:

Information Processing

• Difficulties with taking in information efficiently (this could be written or auditory).
• Slow speed of information processing, such as a 'penny dropping' delay between hearing something and understanding and responding to it.

Memory

• Poor short term memory for facts, events, times, dates.

• Poor working memory; i.e. difficulty holding on to several pieces of information while undertaking a task e.g. taking notes as you listen, coping with compound questions.

• Mistakes with routine information e.g. giving your age or the ages of your children.

• Inability to hold on to information without referring to notes.