This document discusses students with specific learning differences (SpLDs) such as dyslexia, ADHD, dyspraxia, and dyscalculia. It notes that SpLDs can cause difficulties with tasks like phonological processing, short-term memory, organization, and focus. The document emphasizes that teachers should consider how individual students learn and be inclusive in their teaching methods. It also addresses potential issues in identifying SpLDs across cultures and languages due to differences in assessment, communication, and perceptions of disabilities. The document provides suggestions for supporting students with SpLDs, such as using different materials, fonts, paper colors, instructional techniques, and metacognitive strategies.

1. Students with
Specific Learning
Differences
(SpLDs)

2. How many times have you heard this?
“He’s just so
difficult!”
“Not a natural language
learner – can’t keep up
with the rest of the
class.”
Why doesn’t
she get it?
Everyone else
does!
“I’ve tried everything.
That student just won’t
learn!”

3. Think about a student/trainee who
was particularly difficult to teach...
What was it that she/he found difficult?
How did she/he behave in class?
Was she/he having more problems with
learning than the rest of the group?

4. Teachers have a role to play in picking out which
students may be learning in a different way.
AND
Think about what they can do to be more inclusive
in their teaching.

5. What are SpLDs?
Dyslexia
a developmental difference that is seen mainly in information processing,
especially phonological processing. Problems with short term and working
memory. Have difficulty with organisation and co-ordination.
ADHD
a developmental difference that affects those parts of the brain that control
attention, impulses and concentration. It’s not a lack of attention. It’s too
much attention. Lack filters to ignore what’s going on around them. Lack of
focus.
Dyspraxia
a developmental difference affecting co-ordination, fine motor skills,
articulation and sensory perception. Very sensitive to the environment:
temperature, light, noise etc. Affects spatial awareness.
Dyscalculia
learning difference in mathematics. Memory problems. Problem-solving
difficulties.
Asperger’s syndrome
part of autism spectrum. Different from all of the above as it’s not a problem
with memory (in fact people with this have very good memories). Difficulty
with social interaction, difficulty with social imagination, difficulty with changes
in routine. Have very narrow/intense interests (perhaps in only one or two
areas eg: computers, trains, dinosaurs, animals etc).

6. CO-
OCCURANCE
AD/HD
dyscalculiadyspraxia
dyslexia
Asperger’s
Syndrom
e

7. Some of the issues
when trying to identify
SpLDs
•Cultural differences
•Linguistic differences
•Communication issues
•Assessment issues

8. Perceptions of disability / difference
Within any society there are different ways of
perceiving learning differences.
Linguistic differences
Linguistic Profile
The student’s linguistic profile can affect the
way that an SpLD can show up.
Cultural differences

9. Communication
Gathering background information
Can be difficult because we’re working with students
who speak different languages.
Giving feedback
Making sure the student understands the implications of
the assessment and the findings.
Assessment Issues
Do we try to use standardised tools that are available
and widely recognised, even if they are not fully
appropriate for the population we are working with?

10. The student’s background

11. The student’s background
Observation
Information from class teacher/s
and other staff members
Background information
Linguistic profile
Education
Health
Family

12. Literacy practices
• Writing in first language?
• Reading in first language?
• Progress with English
literacy?
• Potential to develop
literacy?

13. Short term and working
memory
Auditory memory – names /
noises
Visual memory – shapes /
colours

14. Phonological processing
Phonemic discrimination
Naming pictures in English / first
language
Phonemic manipulation
Sequencing of days / months

15. What can we do to help?
1.Materials
2.Font :Geneva for Mac/Arial/comic sans (nothing with
tails or loops)
3.Coloured paper
4.Differentiation
5.Explicit instruction and explicit explanation
6.Multi-sensory teaching
7.Metacognitive strategies

16. DIFFERENTIATION:
Four dimensions
Task
Support Expectation
Materials

17. Support:
www.eltwell.com - for resources and advice
www.teachingenglish.org.uk – British Council for
articles, advice and webinars
Coming soon...
IATEFL SIG on SENs

18. Thank you
varinder.unlu@ihlondon.com