Supporting Students with Specific Learning Difficulties (SpLDs)
Specific learning difficulties are characterised by a discrepancy between intellectual capacity and achievement.
There are 3 major specific learning difficulties: dyslexia, dysgraphia and dyscalculia.
Other learning difficulties include difficulties with auditory processing, memory, reading/visual difficulties.
Dyslexia is a language-based learning difficulty that mainly affects the development of literacy and language-related skills. Many people with dyslexia can experience difficulties in the following areas: memory, reading, writing, spelling, maths, organisation and speech.
Dysgraphia affects the student's ability to write coherently regardless of their ability to read. Some of the problems include: poor structure of words, incomplete words, and omitted words while writing, significant difficulty putting thoughts and ideas in writing, increased or decreased speed of handwriting.
Dyscalculia is a learning difficulty of arithmetic or Maths. The difficulty lies in the receptions, comprehension, or production of quantitative and spatial information. Students with dyscalculia may have difficulty in understanding simple number concepts, lack of intuitive grasp of numbers and have problems learning number facts and procedures.
Difficulties which may be experienced:
Students with SpLDs may underperform in examinations or require more time to complete assignments than other student
Taking notes in lectures can be difficult for students with SpLD
Students may have significant organisational difficulties
Students may have difficulty with handwriting and producing written work
Understanding exam questions where assistance maybe required
In the Classroom:
Make lecture notes available in advance if possible. Students with SpLDs may have difficulty writing notes in lectures while also trying to listen to what is being said.
A written outline of the course may assist students with learning difficulties to follow the course and revise for exams
Outlining each lecture at the beginning and highlighting new terms and key points can help a student to focus.
Providing clear feedback on assignments enables students to understand how they can improve
Consider using alternative assessment options, as students with SpLDs may be able to demonstrate their ability more accurately through visual or by auditory means.
In An Exam
Particular supports can be requested to assist learners with SpLDs in an assessment situation such as an exam or project.
Contact the Education officer at CMI for more information.
Further Information:
Guidelines for Examiners when Marking Scripts from Students with a Disability who have a Reading, Writing or Spelling Difficulty
(Dyslexia Guidelines for Teachers) are included in a student's exam script by the invigilator. They do not apply to assignments.