INTRODUCTION Dysfunctional Patterns

In this topic we will be looking at and discussing the dysfunctional patterns that can impact on young people and their families. In particular which approaches and common values are important to the young person, the people who work with them and society in general and how to break the destructive patterns that can lead to social exclusion. INTRODUCTION DYSFUNCTIONAL PATTERNS

SPECIFIC LEARNING DIFFICULTIES/ DISABILITIES Dysfunctional patterns

These are the subjects we will be discussing in this topic. The cake is divided into four different “wedges”, where all of the parts have equal importance and link together under the heading dysfunctional patterns to help in the prevention of dropping out of education, which can lead to social exclusion and other issues. DYSFUNCTIONAL PATTERNS Mental health issues Specific Learning Difficulties Honour killings Family patterns e.g. abuse

Menta l health issues Speci fic Learn ing Diffic ul- ties Honou r killing s Family patter ns e.g abuse

Why? What can I do? Who can I talk to? Concerns

The term ‘Specific Learning Difficulty’ (SpLD) refers to a difference / difficulty people have with particular aspects of learning. The most common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyper-activity disorder, dyscalculia and dysgraphia. All specific learning difficulties (SpLDs) exist on a conti-nuum from mild to moderate through to severe. Common patterns of behaviour and experience do exist but there will be a range of different patterns of effects for each individual. SpLDs are independent of intellectual ability, socio-economic or language background. WHAT ARE SPECIFIC LEARNING DIFFICULTIES?

Having an SpLD does not predict academic potential. However, the path to achievement is usually a lot harder and may require far greater (usually unseen) effort and a distinct set of skills. The challenge and opportunity in an educational context – for teacher and student - is to be aware of the specific effects of these differences and to explore a variety of methods and techniques to facilitate optimal learning. staff/disabledstudents/learningdifficulties/ WHAT ARE SPECIFIC LEARNING DIFFICULTIES?

The Power of Dyslexia Video THE GIFT OF DYSLEXIA

WHAT’S IT LIKE BEING DYSLEXIC?

WHAT’S IT LIKE TO HAVE ADHD?

EXAMPLES

Bulgaria: There is no reliable data about the number of children with Specific Learning difficulties as many are not diagnosed or recognised. There are guidelines set out by the Ministry of Education and Science which states that a child regardless of disability is included in a mainstream school. However, the reality is that there is a lack of well- trained specialists in supporting these children. Children with SpLD are among the most vulnerable in school in Bulgaria and are at risk of bullying, abuse and neglect. EUROPEAN STATISTICS

Italy: There is a special law for Dyslexia, the 8 October 2010 Law, n° 170 that identifies the group of disorders “LD”. The right to education of pupils with LD is ensured through multiple initiatives promoted by MIUR (Ministry of Education) and by the realization at school of personalized paths to avoid: Drop-out Self-esteem problems Behavioral problems Depression About 5% of Italian students population have Learning Disorders. EUROPEAN STATISTICS

Sweden: Diagnosis have increased significantly in the last 10 years and now there are long waiting lists. An IQ under 70 would give a diagnosis of general difficulties. EUROPEAN STATISTICS

UK: Approximately 1.5million people in the UK have a learning disability. It is estimated that in England in ,191,000 people have a learning disability. This includes 905,000 adults aged 18+ (530,000 men and 375,000 women) (Source: People with Learning Disabilities in England 2011) People with Learning Disabilities in England 2011 Approximately 10% of the population in the Uk are thought to have dyslexia. ADHD is the most common behavioural disorder in the UK. It's unknown exactly how many people have the condition, but most estimates suggest if affects around 2-5% of school-aged children and young people. EUROPEAN STATISTICS

Germany: LERNEN FÖRDERN – Bundesverband zur Förderung von Menschen mit Lernbehinderungen e.V. PLACES TO GO FOR ADVICE AND GUIDANCE

Italy: hubmiur.pubblica.istruzione.it/web/istruzione/dsa Sweden: Child and Youth Habilitation Support in schools (can be variable.) PLACES TO GO FOR ADVICE AND GUIDANCE

UK: Moodle site at LMC giving advice for both staff and students. British Dyslexia Association Dyspraxia Foundation PLACES TO GO FOR ADVICE AND GUIDANCE

This training program can be used by everyone who in their work come in contact with young people, and above all to personnel groups, often multidisciplinary, who will be able to, based on the same values and knowledge, cooperate in their work with young people at risk of social exclusion.

This project was developed by: Thank you for your attention! This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.