Specific learning differences/difficulties (SpLD) are a range of conditions that affect the individual's abilities to learn in normal contexts by traditional methods.
These conditions are distinct from global learning difficulties in that difficulties arise not from intellectual impairment but rather from particular processing differences and, typically, there will be a discrepancy between the individual's general intellectual abilities and their abilities in certain areas of learning (such as written language or number skills) or under certain circumstances.
British Dyslexia Association lists the following:
These include:
- Dysphasia, speech and language delay and/or deficit.
- Dyspraxia, motor and co-ordination difficulties.
- Attention Deficit Disorder with or without Hyperactivity (ADD/ADHD).
- Autism, Asperger's Syndrome, Tourette Syndrome.
- Dyslexia.
In some cases,
- more than one SpLD may occur, or
- dyslexia with a tendency towards one of the other SpLDs, or
- one SpLD with dyslexia as an outcome.
In the context of adult literacies work, visual and visual perceptual difficulties may be added to this list because of their specific nature and their effect upon access to written language.
Dyslexia may be the most common of the specific learning differences but, as above, dyslexia may result from, occur along with or be misdiagnosed for one of the other conditions. Equally, other specific learning difficulties can cause difficulties with reading writing or number skills.
Because a number of the above conditions have been recognised only in recent years and because they are, by and large, invisible differences in otherwise able individuals, many adults will be undiagnosed and unaware that there is any specific cause for literacies difficulties.
Summary of conditions other than dyslexia that can have an impact on literacies learning
Asperger's Syndrome
Asperger's Syndrome (AS) has been referred to as high functioning autism because, although the condition is associated with certain communication difficulties, it is diagnosed only where intellect is average or above average. Typically, those with Asperger's Syndrome have what has been called "scatter skills" meaning that they can be highly able and talented in certain areas while, at the same time, having surprising gaps in other areas. The best known of these "gap areas" are non-verbal communication and the ability to relate to others' feelings and states of mind.
Those with Asperger's Syndrome can be extremely interested in certain areas of knowledge often becoming highly specialised experts in their field of interest yet find no interest in some other information resulting in skewed knowledge/abilities. Because of discomfort with non-verbal communication (facial communication in particular) those with the condition may avoid face-to-face communication and often e-mail and internet can be easier options (indeed, Asperger's Syndrome has been referred to as the "geek" syndrome, reflecting this interest/greater ease with technology and electronic communication).
Because those with the syndrome tend to develop language normally or show no specific problems in acquiring the basic skills of reading or writing, educational difficulties can be overlooked. A discomfort with social situations in itself can make the educational setting a threatening environment and may result in behavioural difficulties. Difficulty in finding interest in certain subjects will clearly affect progress. However, perceptual and cognitive differences in Asperger's Syndrome can have less visible affects.
Asperger's Syndrome has been recognised to any significant extent only since 1990 and therefore it will still be unusual to find adults diagnosed as having the condition. Adults with Asperger's Syndrome may tend more often to be seen as eccentric, shy or anti-social.
ADD/ADHD (Attention Deficit Hyperactivity Disorder)
A condition identified by certain sets of behaviour (normally inattention, hyperactivity and impulsivity) displayed persistently over a protracted period of time. Onset is normally before age 7 and the condition can continue into adulthood (possibly more than 3% adults).
Adults will be less likely to display the external signs associated with childhood ADHD (such as hyperactivity) but may be affected by less visible symptoms. As well as the residual effects of having missed out on childhood learning, the adult literacy learner with AD(H)D may still have to deal with symptoms such as difficulties in focusing on task, organisational difficulties, impulsivity (carelessness), susceptibility to distraction and being bored by repetitive tasks, difficulties.
Adults with AD(H)D can have low esteem.
Dyscalculia
Is a learning disorder affecting abilities with counting/calculating or with the concepts of maths processes or with the ability to use numbers or symbols. Language skills are normally unaffected but many of the other features of dyslexia are present.
Dysgraphia
Is more than simply bad handwriting - it is a neurological condition in which the muscles that enable us to write fluently do not learn the movements needed. As with dyslexia/dyscalculia, there will be a discrepancy between the individual's intelligence and their specific ability.
Dyspraxia (Developmental Coordination Disorder)
Has been called clumsy child syndrome because it involves impairment of motor performance. There may be many similarities with dyslexia, although speech difficulty and hypersensitivity to touch and intolerance of contact (clothes, plasters, hair/nail cutting) may also be present.
PDD NOS (Pervasive Developmental Disorder - Not Otherwise Specified)
A term used where there is verbal, non-verbal communication, or social impairment or where there are behavioural patterns to indicate an autistic condition without enough of the characteristics to make a positive diagnosis of autism or Asperger's Syndrome.
Visual Difficulties
As most visual difficulties will make reading/writing more difficult, it is essential that these are addressed before a literacy programme begins. Many poor readers may be unaware that they have visual difficulties and, instead, feel simply that reading is too tiring or too much effort.
Although a normal eye test will pick up many common visual problems, there are a number of reasonably common difficulties that can go undetected. Undetected eye difficulties will almost certainly cause difficulties with literacy, but because they are undetected may cause the appearance of other conditions such as dyslexia or AD(H)D.
Some of these possible difficulties are:
- Inadequate convergence ("10% of school-aged children have eye teaming problems") - where the eyes cannot easily turn in enough to see a single image at close (reading) distance. At times, adequate convergence can be sustained only with great effort or for a limited time (causing tiredness when reading). Often, this condition can be corrected easily by eye exercises.
- Lack of eye dominance - where neither of the eyes takes the lead role resulting in distorted vision.
- Binocular Instability - where the information from each eye does not combine to form a single image.
- Lack of sustained accommodation (focus) - where clear focus can be sustained only for a short time, seriously impairing the ability to read for any reasonable time.
- Tracking difficulties: where the eyes have difficulty in following a line of print. Saccadic eye movement problems can make it very difficult for the eye to relocate to the same point.
- Rather than simply asking if a learner has had their eyes tested, it is necessary to find out what the learner sees, how long they can read before giving up, whether they can see more easily at the start of reading etc.
- Visual problems should be addressed by an eye specialist - optometrist.
Visual Perceptual Difficulties
These are not eye difficulties but rather difficulties in the interpretation of visual information in the brain. Visual perceptual difficulties can cause distortions of print perceived letter reversals, confusion with left/right. Distortions may occur only after the individual has been reading for a period of time and be more severe depending on tiredness or lighting conditions.
Scotopic Sensitivity Syndrome (SSS) or Meares-Irlen Syndrome (sometimes referred to as 'visual dyslexia') is an over-sensitivity to light which causes perceptual distortions. It seems to be more common in those with dyslexia and Helen Irlen, in her publication Reading by the Colours, estimates that 46% of those with reading difficulties suffer from the condition.
Reducing contrast glare (say, by printing on non-white paper) can help to reduce the difficulty and coloured overlays (filters) can remove distortions - different people would require different tints.
Although adult literacy workers can assist by informal screening and offering the most suitable overlay, full assessment would require a trained optometrist who can then prescribe tinted glasses which would assist with both reading and writing.