Specific Learning Difficulties
This section will provide information about specific learning difficulties. It will also describe how sometimes a learner can have more complex difficulties due to their individual situation or individual differences. The DFE uses the category SpLD (Specific Learning Difficulty) when asking Local Authorities to report on the children they have with SEND.
Types of Specific Learning Difficulty
Many learners have cognition and learning needs that are more specific, relating to one or more aspect of cognition and learning skill. Specific Learning Difficulties is a term that refers to a difference or difficulty with particular aspects of learning. A learner with a Specific Learning Difficulty may have a “spikey” profile of learning skills. They may have difficulties in a specific area of their learning such as reading, spelling, numeracy, but otherwise be able to access the curriculum.
Specific Learning Difficulties may be more difficult to identify in some more able learners as they tend to develop their own support strategies and their difficulties are masked.
The diagram above details some of the most common specific learning difficulties.
*Specific Speech and Language Difficulties are included here because difficulties in speaking and processing language have such a big impact on the core areas of the curriculum but they are actually Communication and Interaction difficulties (see page 53).
Dyslexia and Dyscalculia are types of Specific Learning Difficulties which can only be formally identified by a qualified assessor. For formal diagnosis of Developmental Coordination Disorder (DCD) or Dyspraxia involvement from health care professionals will be required and referrals are made by a learner’s GP.
However, formal diagnosis is not required to ensure the most appropriate support. School staff can go a very long way in identifying a learner’s specific strengths and difficulties using their own range of assessments. School arranged assessments will include classroom observation and discussion with the learner themselves; they may also include the use of a range of standardised assessments, for example in reading, spelling, handwriting, maths or motor checklists, which are readily available for schools to obtain for their own use.
A profile of skills can also be identified by appropriate assessors using psychometric or other standardised assessments, which schools can commission themselves. For general advice and support on specific or other learning needs, SENCOs can consult their Educational Psychologist from Hull City Psychological Service through a Psychological Consultation Meeting (PCM) and discuss their specific assessment requirements.
Complex Learning Difficulties
Sometimes learners with specific learning difficulties may have more complex needs. This may be because they have difficulties in several specific areas, for example reading and attention.
They may also have needs in other key areas which greatly impact on their cognition and learning skills. This group might include those with social, emotional and mental health needs or those on the Autism Spectrum. It might also include those with complex speech and language or sensory needs who also have cognition and learning difficulties.
Printable PDF version of tables
Useful websites/sources of advice and guidance