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Welfare Guardian How to Quickly Identify And Help Students With Learning Difficulties - Georgie Troon-

Introduction This session aims to provide teachers, school counsellors and wellbeing officers with an overview of the most common Learning Disorders, as well as how to recognise and manage them We will discuss the difference between a Learning “Difficulty” and a Learning “Disorder”

Introduction Practical recommendations are provided that take into account all the constraints that many schools face as they struggle to assist children with learning difficulties Discussion will also focus on emotional difficulties (such as self-esteem and anxiety) that are often associated with learning issues. Recommendations will be provided as to how to support students in building confidence & realistic goals

Objectives • Learn about common Learning Disorders and recognise the signs and symptoms • Understand the difference between a Learning Difficulty and a Learning Disorder • Understand the importance of Early Intervention • Find out what assessment entails and how/when to refer

Objectives • Help your school implement classroom interventions • Understand how self-esteem and anxiety issues relate to learning issues • Get ideas to help children with learning problems build confidence , resilience and motivation

Common Learning Problems Intellectual Disability Specific Learning Disorders (SLDs) in the domain of… Reading (Dyslexia) Writing (Dysgraphia) Maths (Dyscalculia) Auditory Processing Disorder (APD) Expressive & Receptive Language Disorders (Dysphasia)

Common Learning Problems Intellectual Disability IQ below 70 Low performance across all academic areas Specific Learning Disorders (SLDs) IQ can be Average or Higher Specific deficit in certain academic areas (but can be more than one) Performance must be substantially below those for the individual’s age

Common Learning Problems SLD in Reading (Dyslexia) • Difficulty reading single words (decoding) • Phonological difficulties – hearing, blending and manipulating the sounds in words • Poor “sight” vocabulary • Can have poor auditory working memory • Can have visual tracking/scanning/discrimination or other visual perception issues

Common Learning Problems SLD in Writing (Dysgraphia) • Poor spelling • Handwriting that is often messy or illegible • Cramping in hands or poor pencil grip • Difficulty with technical aspects of writing (punctuation, capitals, grammar) • Inconsistencies in letter formation (uppercase/lowercase), and spacing between words • Large gap between oral expression and ability to express oneself in written format

Common Learning Problems SLD in Maths (Dyscalculia) • Poor quantitative thinking • Difficulty memorising arithmetic facts • Poor accuracy in calculation • Reduced speed in calculations • Difficulty understanding timeand space • May count on fingers • May switch procedures when completing maths problems

Common Learning Problems Auditory Processing Disorder (APD) Auditory processing is the ability to “hold, sequence and process” auditory information - the system that transfers and decodes what we hear into what we understand. Difficulty noticing subtle differences between sounds, especially in background noise Misinterpret questions Trouble following multiple instructions Need things repeated

Common Learning Problems Language Disorder (Dysphasia) • Receptive • Expressive • Reduced vocabulary, word-finding difficulties • Limited sentence structure (grammar) • Impairments evident in conversation • Poor understanding of synonyms, multiple meanings

Learning Disorders An impairment of skill acquisition in a core academic domain that is not better explained by another factor (e.g. environmental, health) Neurodevelopmental dysfunction Most likely has a strong genetic component Affects an individual’s achievement and daily life skills

Other Issues Related to Learning Problems Working Memory Issues Low Processing Speed Visual Perception Problems (see handout: Visual Perception Issues) Attention Deficit Hyperactivity Disorder (ADHD) Autism Spectrum Disorder (ASD)

Signs of Learning Problems See handout: 70 Common Characteristics of a Learning Difficulty or Disorder Usually identified in early primary school NOTE: Children can be good at covering up learning difficulties Common issues: underachievement (but may seem bright), behavioural problems, additional support may have been unsuccessful

Signs of Learning Problems Most children experience one or more of the following: Short-term memory problems Difficulty retaining information Reversing or misreading numbers/letters/words Difficulties with self-management, organisational difficulties, short attention-span

Signs of Learning Problems Communication problems (oral or written language) Difficulty copying from the board Mishearing things, difficulty following instructions Trouble identifying and discriminating sounds Difficulty with letter formation and neatness Slow to complete work Problems with motor skills – clumsy, uncoordinated

Signs of Learning Problems Acting as the “class clown” Avoiding schoolwork Guessing Disruptive behaviour Anxiety Receiving help from others

Learning Difficulties versus Learning Disorders Approx 10 – 16% of students have learning difficulties or require additional support. Approx2 – 4% of children have a “learning disorder” (Louden et al., 2000) IMPORTANT: A learning disorder is only diagnosed when other factors for poor learning can be ruled out

Understanding Learning Issues Reasons for Learning Difficulties can include: Emotional difficulties and/or trauma Limited environmental experiences (home life) Lack of appropriate educational opportunities (school life) or interrupted schooling Health issues

Early Intervention Teachers/school staff are often the first to notice a problem but can put it down to motivational/behavioural problem Classroom assessments make it difficult to pinpoint the exact problem – many tasks require a variety of different skills Different teachers teach/assess differently

Early Intervention • If undiagnosed, children with learning difficulties or disorders can suffer from: • Social problems (low self-esteem, bullying, isolation) • Behavioural problems (acting out, aggression, avoidance, withdrawal) • Emotional problems (depression, anxiety, school refusal) • Under-achievement – may be difficult to catch up

Assessing Learning Difficulties Referral is often from school staff or parents GP referral is not required (usually claimable on private health insurance) Referral reason can be vague or specific Educational assessment – conducted by a Psychologist (preferably Educational & Developmental background) Other professionals – Speech Pathologists, Audiologists, Behavioural Optometrists, Paediatricians

Assessments A fully-trained Psychologist to conduct Checklists for parents and teachers Child assessment – usually 3 hours+ (over several sessions) Both cognitive and academic assessments are necessary! Can also include screening tests for phonemic awareness, auditory processing, attentional difficulties etc.

Assessments • Cognitive assessment (e.g. WPPSI, WISC or WAIS) • Areas assessed: • Verbal Comprehension • Perceptual Reasoning • Working Memory • Processing Speed • Full Scale IQ

Assessments

Assessments • Academic assessment (e.g.WIAT) • Areas assessed: • Reading • Mathematics • Written Language • Oral Language • Discrepancy analysis to compare with cognitive results – VERY IMPORTANT

An Example Daryl is in Grade 2. His teacher says he is having difficulty across all academic areas. Daryl is very sociable and talkative and comes across as being bright. His parents decide to have him do an educational assessment.

An Example WISC-IV Results WIAT-II Results

An Example

An Example 1 – Word reading 2 – Reading Comprehension 3 – Pseudo Word Decoding 4 – Numerical operation 5 – Maths reasoning 6 – Spelling 7 – Written Expression A – Reading Composite B - Mathematics Composite C – Written Language Composite

An Example • Based on Daryl’s cognitive ability, how would we expect him to be performing? • Discrepancy analysis shows that… • Based on Full Scale IQ, Daryl is performing AT the expected level for all academic subtests • BUT, based on Verbal Comprehension, he is performing BELOW the expected level for all academic subtests.

An Example Also relevant… • What kinds of mistakes was Daryl making? • When reading, Daryl often added or omitted syllables • When spelling, he often reversed the order of letters or used the incorrect homophone • How did Daryl approach tasks? • Daryl showed good motivation and persistence

An Example Summary/Diagnosis: Daryl has difficulty processing visual information, which may explain his difficulties performing across all academic areas. He has strengths in his verbal reasoning. Recommendations are provided to help support Daryl’s learning

Practical Classroom Interventions Individual Learning Plan – what will be done IN the classroom and OUTSIDE of the classroom Regular communication with parents is essential Consistent follow-up is necessary Goal Setting (see handout: Goal-Setting for Children with Learning Difficulties)

Practical Classroom Interventions • Common strategies (important for all children!) • Classroom/environmental strategies • Presentation of material (see handout: Tips for Giving Directions) • Assessment formats • Use of technology – audiobooks, reading/writing programs (see handout: Assistive Technology for Students) • Other support – tutors, external programs

Practical Classroom Interventions Problems that may arise in your school: Lack of knowledge about appropriate interventions Time/financial constraints to implement interventions Staff’s reluctance to acknowledge the existence of certain learning problems Attempts to manage the problems in isolation Be realistic about what you can offer and communicate this to parents!

Learning Difficulties and Anxiety • Anxiety in children with Learning Difficulties may manifest itself as: • School refusal/reluctance • Avoidance behaviours in the classroom • Difficulty persisting with tasks • Somatic complaints • Low self-confidence • Disruptive behaviours

Learning Difficulties and Anxiety Important to manage this anxiety in conjunction with tackling actual learning Provide psychoeducation (see handout: Coping with Anxiety) Set behavioural goals – e.g ask for help when needed, get started on tasks quickly. Self-monitoring is useful (see template: Behaviour Rating Scale (classroom)) Encourage participation in activities in which the child excels

Learning Difficulties and Anxiety Provide realistic and sincere praise (NB “Inflated” praise has been shown to decrease motivation in some children with low self-esteem) Building confidence can often be achieved by gradually achieving small, realistic goals. Ensure learning goals are specific and achievable For younger children, relaxation strategies are recommended For older children, CBT strategies may be useful

Learning Difficulties and Anxiety Explain the learning difficulty to the child – YouTube videos may be useful Ensure you focus on strengths Encourage them to be proactive Normalise the problem, discuss how common it is How to manage different people involved (e.g. student, friends, parents, teachers and staff)

Long-Term Management Reassessment should occur at least every 2 – 3 years Reassessment is especially important prior to commencing secondary school and commencing VCE, VCAL etc. Appropriate handover from teachers year-to-year

Summary Common Learning Problems include: Intellectual Disability, Specific Learning Disorders (Dyslexia, Dysgraphia and Dyscalculia), Language Disorders and Auditory Processing Disorders There are many other factors that may affect learning – emotional problems, educational opportunities, health concerns If you suspect a child has a learning problem, it is important to refer them for assessment

Summary Early intervention is very important to ensure that strategies are appropriately implemented & long-term problems (social, behavioural, emotional) do not become ingrained. Assessments should involve both cognitive and academic tests (and a discrepancy analysis!). Think about what your school can offer and be realistic when devising an ILP and communicating with parents

Summary Talk to other school staff about the signs of learning difficulties and the team involved in providing treatment In order for the child to experience success with overcoming learning problems, it is important that they develop their own goals and manage anxieties that may be holding them back Counselling is often just as important as implementing learning strategies.

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