Introduction to Specific Learning Differences

Let’s begin our journey by learning a little about each other. 

Learning Activity - Introductions and Expectations

Introduce yourself and share your expectations of the module on the Introductions and Expectations forum. Use the following headings to guide your introduction: 

1. Introduction  
   • Begin by introducing yourself briefly and sharing any relevant experiences or interests related to the module topic. You may like to include a photo of yourself.
2. Module Expectations  
   • Share your expectations for this module. What specific knowledge or skills do you hope to gain? Are there any particular areas of the module content that you are eager to explore?
3. Initial Questions  
   • If you have any initial questions or concerns about the module, feel free to ask them in this forum.  
4. Engagement    
   • After posting your introduction and expectations, respond to one other learner’s introduction or questions.

Akoranga tahi introduces you to specific learning disorders as part of the wider neurodiverse family of disorders that may impact someone’s learning.  

The term neurodiversity comes from combining the words neurological and diversity, and it refers to the differences among all people in how our brains work that cause us to experience and engage with the world around us in different ways. Neurodiversity acknowledges that these differences are a natural part of human genetic variation, meaning there is no single 'right' way for our brains to function when it comes to thinking, learning, or behaving. 

Sonia Gray's series of podcasts, titled "No Such Thing as Normal", aims to challenge societal perceptions and stigmas surrounding mental health and neurodiversity. There are 8 billion brains in the world...and they are 8 billion unique brains. We’re all different. So why are neurodivergent conditions (like Autism, ADHD, Dyslexia and Dyspraxia) referred to as disorders? 

Listen: No Such Thing as Normal Episode 1: Different not Disordered (27 minutes)

Sonia Gray chats to her guests about the value of neurodiversity, the strengths of unique brains and the challenge of trying to fit into a society that just isn’t built for you.  

Pre-Question

What does the word 'neurodiversity' mean to you?

Listen to the podcast on iHeart here: Episode 1: Different not Disordered. 

Post-Task

Answer the questions that follow.

We have seen the significance of acknowledging and respecting the wide range of neurological differences among individuals. Neurodiversity means many things to people, so it is essential to establish a clear definition to prevent misunderstandings and to foster informed discussions. Clarity will also assist us in supporting people with different ways of thinking and challenging any stereotypes we might come across.

The idea of neurodiversity was first introduced in the late 1990s by Judy Singer, a sociologist from Australia. In her essay, ‘Why Can’t You Be Normal for Once in Your Life?’, she suggested that differences in how our brains work, including conditions like autism and ADHD, should be acknowledged and respected. The idea of 'Neurologically Different' people was like a new piece in the puzzle of understanding society alongside the familiar categories of class, gender, and race.

Harvey Blume, an American journalist, also helped more people understand neurodiversity, recommending we accept and appreciate people with these differences rather than trying to 'fix' or change them. He suggested that various cognitive styles, including those associated with conditions like autism, can be extremely valuable to society.

Steve Silberman explored the history of autism and showed how people with neurodivergent conditions have made significant contributions to society. He argued that accepting neurodiversity leads to a more inclusive and compassionate world where people are valued for who they are (Silberman, 2016).

Let’s begin this section with a short reading by Julie Skelling in which she explores neurodiversity, recognising neurological differences as natural variations, not deficits. She categorises neurodiversity into three groups and advocates a strengths-based approach, emphasising that all children can learn in the right environment.

Applied neurodiversity is more commonly referred to as Specific Learning Disabilities (SLD). 

Specific Learning Disabilities (SLD) are inborn conditions that affect an individual's ability to acquire certain skills, including reading, numerical comprehension, and gross motor control. These difficulties are characterised by distinct information processing and learning patterns, impacting areas such as reading, writing, spelling, concentration, organisation, memory, and sequencing.

SLD varies in severity and can appear across different levels of ability. Each person's experience is unique, and some individuals may exhibit signs of multiple SLD. SLD is a neuro-developmental disorder resulting from genetic factors affecting information perception, processing, and utilisation in the brain.

SLD should not be attributed to intellectual disability, sensory deficits, environmental factors, or other disabilities. It is an unexpected difficulty in acquiring specific academic skills not in line with an individual's intelligence or other language abilities. These difficulties often disrupt the typical pattern of learning and are considered neurological differences.

Various forms of SLD exist, including dyslexia (reading and spelling difficulties), dyspraxia (motor skills), dyscalculia (numerical concepts), and dysgraphia (written expression). SLD often co-occurs with conditions like ADHD and anxiety, affecting around 10% of the population. Each person's experience of SLD is shaped by a cluster of symptoms that are distinct and individualised.

Failure to recognise and address SLD can lead to long-lasting challenges, including psychological distress, mental health issues, unemployment, underemployment, and academic struggles. Effective learning strategies can reduce the impact of SLD on academic achievement.

In the following video Dr Sheldon Horowitz, an expert in learning disabilities, discusses various types of learning challenges and how they affect individuals dealing with LD.

Watch: Learning Disabilities, What Are the Different Types (7:30 minutes)

Pre-Watch question

How would you define specific learning disabilities?

Post-Watch Task

Why do you think the speaker chose to symbolise SLD with an umbrella?

Learning Activity - Learning Disabilities, What Are the Different Types?

Complete the following short quiz to consolidate your learning.

Researching SLD Definitions

With an emphasis on the New Zealand context, visit reputable websites, educational resources, or articles to gather information about Specific Learning Disabilities (SLD). Focus on definitions and symptoms, then complete the following task.

These websites might be a useful place to begin:

• SPELD NZ
• Seabrook Mckenzie Centre

Now, check your knowledge by taking this quiz.

• Recognising the diversity in how our brains work through the concept of neurodiversity.
• Appreciating the uniqueness of individuals and challenging stigmas surrounding mental health.
• Grasping the spectrum of cognitive and neurological differences.
• Recognising Specific Learning Disabilities as inborn conditions affecting specific skills.
• Tracing the historical evolution of learning disability concepts.
• Defining SLD types succinctly:
  • Dyslexia: Reading and spelling challenges.
  • Dyscalculia: Difficulty with numerical concepts.
  • Dysgraphia: Impaired written expression.
  • Dyspraxia: Motor skills difficulty.
  • CAPD: Trouble processing auditory information.
  • Visual-Spatial Deficit: Challenges in visual and spatial understanding.