Specific Learning Difficulties in Adults Inclusion and Intervention

Specific Learning Difficulties/Differences (Sp. LD) Neurodevelopmental conditions that affect the individual’s abilities to learn

A number of Sp. LD have been individually labelled because of certain features: dyslexia

Sp. LD and the whole person The high proportion of co-occuring Sp. LD conditions

Types of memory Short term memory mostly uses acoustic coding (remembering by sound) -

Short term memory Temporary store for information before it is either processed into long

Working memory Uses short term memory and long term memory for temporary processing such

Measuring working memory n-back test (eg 2 -back; 3 -back)

Short term memory and working memory failure Distraction cause loss of attention Rate of

Short term memory and working memory failure Effects taking notes answering questions problem solving

Organisational difficulties Chaotic lifestyle Sorting of ideas – grouping – from specific to general;

Orientation and Coordination Visual and visual processing problems Clumsiness – gross motor Handwriting –

Learning environment Lighting Noise Distractions – people, clutter, decoration (sensory overload) Privacy and individual

Physical and mental issues Lack of self esteem Depression/anxiety/stress Allergies, asthma appear to be

Main Points Labels may be artificial: conditions blend into each other and even within

Main Points The adult learning worker’s role is not to “cure” or change differences,

Area of difficulty Teaching Methods Coping Strategies Good long term memory, poor short term

Area of difficulty Can experience sensory overload Teaching Methods Coping Strategies Limit teaching methods

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Specific Learning Difficulties in Adults Inclusion and Intervention

Specific Learning Difficulties/Differences (Sp. LD) Neurodevelopmental conditions that affect the individual’s abilities to learn in normal contexts by traditional methods Discrepancy between the individual’s general intellectual abilities and their abilities in certain areas of learning or under certain circumstances Distinct from global learning difficulties Sp. LD arise from processing differences rather than intellectual impairment

A number of Sp. LD have been individually labelled because of certain features: 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) More than one Sp. LD may occur or can Sp. LD maylearning overlap in theoften auditory/visual processing difficulties impair and same person. accompany Sp. LD In adults, Sp. LD may be undiagnosed

Sp. LD and the whole person The high proportion of co-occuring Sp. LD 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: http: //www. dystalk. com/talks/57 -dyslexia-dyspraxia-amp-overlappinglearning-difficulties

Sp. LD 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

Working memory Uses short term memory and long term memory for temporary processing such as calculations – 7 x 43= 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)

Short term memory and working memory failure Distraction 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 Effects taking notes answering questions problem solving transfer 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 What can you do to assist a learner with a poorer shortterm/working memory?

Sp. LD spectrum – problem areas