Welcome Thanks for joining us today! Georgie Troon Welfare Guardian.

Welcome Thanks for joining us

today!Georgie Troon

Welfare Guardian

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Before we start….

How to Quickly Identify And Help Students With Learning Difficulties

- Georgie Troon-

Welfare Guardian

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

Introduction

• 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

Objectives

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 DisabilityIQ below 70Low performance across all academic areasSpecific Learning Disorders (SLDs)IQ can be Average or HigherSpecific 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 time and 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

Common Learning Problems

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

Learning Disorders

Working Memory Issues Low Processing Speed Visual Perception Problems (see handout:

Visual Perception Issues) Attention Deficit Hyperactivity Disorder

(ADHD) Autism Spectrum Disorder (ASD)

Other Issues Related to Learning Problems

See handout: 70 Common Characteristics of a Learning Difficulty or Disorder

Usually identified in early primary schoolNOTE: 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

Signs of Learning Problems

Approx 10 – 16% of students have learning difficulties or require additional support. Approx 2 – 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

Learning Difficulties versus Learning Disorders

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

Understanding Learning Issues

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

Early Intervention

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

Assessing Learning Difficulties

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

Assessments

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

An Example

Scale Composite Score Percentile Rank ConfidenceInterval (95%)

QualitativeDescription

Verbal Comprehension (VCI)

112 79 103-119 High Average

Perceptual Reasoning (PRI)

65 1 60-76 Extremely Low

Working Memory (WMI) 91 27 84-100 AverageProcessing Speed (PSI) 80 9 73-93 Low AverageFull Scale (FSIQ) 85 16 80-92 Low Average

 Academic Area

 Score

 Percentile Rank

 Category

Reading 76 5 Borderline (very low)Mathematics 82 12 Low Average

Written Language 91 27 Average

Oral Language 88 21 Low Average

WISC-IV Results

WIAT-II Results

An Example

Subtests StandardScore

PercentileRank

Test AgeEquiv.

Word Reading 

79 8 6:4

Reading Comprehension 

75 5 6:0

Pseudoword Decoding  

75 5 <6:0

Numerical Operations 

82 12 6:8

Maths Reasoning 

83 13 6:8

Spelling 

86 18 6:8

Written Expression  

98 45 7:0

Listening Comprehension 

83 13 6:0

Oral Expression  

98 45 7:8

An Example

1 – Word reading2 – Reading Comprehension3 – Pseudo Word Decoding4 – Numerical operation5 – Maths reasoning6 – Spelling7 – Written Expression

A – Reading CompositeB - Mathematics CompositeC – Written Language Composite

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

An Example

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

isolationBe realistic about what you can offer and communicate this to parents!

Practical Classroom Interventions

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)

Learning Difficulties and Anxiety

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

Long-Term Management

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.

Summary

Helpful books: “That’s the way I think”, “My name is Brain (Brian)”, “What to do When you Worry Too Much”

Agencies: “Kids Like Us” http://www.kidslikeus.org.au/

Useful websites: The Australian Learning Disability Association www.adcert.edu.au/oao, Learning Difficulties Australia www.ldaaustralia.org

Resources

What do you need to do right now with this new information in your school?

What is your role when it comes to children with learning difficulties/disorders? Are you their advocate? Liaison with parents? Helping them understand their diagnosis?

School Psychology services will soon be offering an Assessment Report Review and Recommendation service

Take Action in your School

Think about: Key ideas you learned today How you can integrate this new information

into what you already know Reflect in your journal...

What do I think? How do I feel? What else do I need to do? What do I need to explore further?

Personal Reflection

Question Time