Children with Specific Learning Disabilities: Who are they & what do they need? Dr. Catherine CC LAM HK Society of Child Neurology & Developmental Paediatrics

Basic Facts SLD is a group of disorders affecting listening, speaking, reading, writing reasoning or mathematical abilities. Dyslexia is the most common in the group and most serious in its effects on the student

Dyslexia involves difficulty with LANGUAGE Intelligence is not the problem There is an expected GAP between their potential for learning and their school achievement

Individuals with dyslexia have a wide range of talents e.g. art, drama, entrepreneurial work etc. They often have difficulty organizing themselves

Each dyslexic individual has different strengths and weaknesses They may have additional problems e.g. attentional deficit, which is not a SLD Often other members of the family have dyslexia or similar difficulties

Underlying bases for Dyslexia Intrinsic neurological differences in the structure and function of the brain Differences mostly found in the left brain More common in males It is present lifelong, but features can be improved through learned compensation

Diagnosis for Dyslexia Physical check-up Abilities test Oral and written language tests School performance and family background Academic tests on reading, spelling, oral language, handwriting, composition Evaluation of social skills/emotions Development of IEP

Identifying symptoms Preschool –delay in talking –difficulty with rhymes and rhythm –difficulty with remembering rote information, e.g. telephone no., names –difficulty in remembering and following directions

What to do Preschool Follow up child’s verbal language skills Read to child, encourage songs and rhymes Note emerging literacy skills

Identifying symptoms Primary School –difficulty in learning letter /character symbols and their sounds –unusual reading and writing errors –difficulty in remembering words over time –difficulty in comprehension from text –difficulty in organizing ideas in text writing

Other common features accompanying dyslexia: –poor pencil grip and handwriting –poor sense of time –poor organization and ability to keep belongings –poor study habits

What to do Find schools and teachers who specifically know about the condition and how to help Teaching should be evidenced based, supportive to the child, but demanding

Program should have: –direct instruction in area of deficit –multi-sensory approach to learning –systematic step-by-step teaching –appropriate accommodations

What accommodations All accommodations fall into 4 types: Timing/scheduling Setting Presentation format Response format

Accommodations for Dyslexia Timing/Scheduling –more time in completing written work / exams –avoid closely packed multiple exam sessions

Setting –Testing in a small separate group –Limit distractions

Presentation Format –Larger print with less crowding –Questions and answers on same page –Directions in simple wording, child’s understanding checked –Test items read to student

Response Format –answers on large-spaced paper –students answers verbally –spelling etc requirements waived –aids allowed e.g. dictionaries – use of word processor

Equal Opportunity to Learn Equal opportunity to access educational content Equal opportunity to develop abilities Equal opportunity to demonstrate abilities