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Understanding Specific Learning Differences (SpLDs) 

Specific Learning Differences affect how individuals learn and process information. These differences are neurologically based and can impact skills such as reading, writing, memory, coordination, and focus. People with SpLDs often have average or above-average intelligence but may face challenges in traditional educational settings without the right support. Below you'll find an overview of the key SpLDs I work with, along with how they might present in daily life.

UNDERSTANDING

DYSLEXIA

How It May Present

(These indicators may vary depending on age and individual profile.)

  • Difficulty with accurate or fluent word reading

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  • Problems with spelling and decoding words

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  • Slow reading speed and effortful reading

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  • Trouble remembering sequences (e.g., instructions, letters, numbers)

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  • Challenges with writing and organising ideas on paper

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  • Avoidance of reading or writing tasks due to frustration

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  • Strong oral skills but struggles transferring ideas into written form

Dyslexia is a specific learning difficulty that primarily affects skills involved in accurate and fluent reading, writing, and spelling. It is neurological in origin and often runs in families. Dyslexia is not linked to intelligence — many people with dyslexia are highly capable and creative thinkers.

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According to the British Dyslexia Association, dyslexia is typically characterised by difficulties with phonological awareness, verbal memory, and verbal processing speed.

Strengths May Include

  • Strong problem-solving and creative thinking skills

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  • Good big-picture and holistic thinking

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  • Excellent verbal communication and storytelling

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  • High levels of empathy and emotional intelligence

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  • Strong reasoning and analytical abilities

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  • Often very persistent and determined learners

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  • Skilled at thinking in 3D or visualising concepts

UNDERSTANDING

DYSCALCULIA

Dyscalculia is a specific learning difficulty that affects a person’s ability to understand, learn, and work with numbers. It is not simply being “bad at maths” — it reflects differences in how the brain processes numerical information. It may co-occur with other SpLDs such as dyslexia or ADHD.

How It May Present

(These indicators may vary depending on age

and individual profile.)

  • Difficulty understanding basic number concepts and quantities

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  • Struggles with counting, number recognition, and sequencing

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  • Trouble with mental math and recalling math facts

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  • Difficulty following steps in calculations or math procedures

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  • Problems with measuring, telling time, or handling money

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  • Confusion with symbols and math signs

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  • Anxiety or frustration related to math tasks

Strengths May Include

  • Strong verbal and language skills

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  • Creative and out-of-the-box thinking

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  • Good memory for stories, facts, or details unrelated to numbers

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  • Strong problem-solving abilities in non-numerical contexts

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  • High levels of persistence and determination

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  • Excellent spatial reasoning and visual thinking

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  • Ability to develop effective coping strategies and adapt to challenges

UNDERSTANDING

SpLD IN MATHEMATICS

Some individuals experience persistent and significant challenges with learning mathematics that do not meet the strict diagnostic criteria for dyscalculia but still reflect a specific learning difficulty (SpLD) in this area. This distinction is now recognised by professional bodies such as SASC and may be formally identified during assessment.

How It May Present

(These indicators may vary depending on age

and individual profile.)

  • Difficulty understanding and applying mathematical concepts

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  • Trouble with number sense and basic calculations

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  • Challenges with sequencing steps in math problems

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  • Struggles with memory for math facts and procedures

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  • Problems with spatial awareness affecting geometry and measurement

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  • Difficulty interpreting word problems and instructions

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  • Anxiety or avoidance of math-related tasks

Strengths May Include

  • Strong verbal reasoning and communication skills

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  • Creative and flexible thinking outside of numbers

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  • Good problem-solving abilities in practical, real-world contexts

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  • Persistence and determination to overcome challenges

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  • Strong visual or spatial reasoning (in some cases)

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  • Ability to think conceptually rather than relying on step-by-step procedures

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  • Skilled at finding alternative methods to solve problems

UNDERSTANDING

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

How It May Present

(These indicators may vary depending on age

and individual profile.)

  • Difficulty focusing or easily distracted​

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  • Trouble organising tasks and managing time

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  • Frequently forgetful or loses things

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  • Fidgeting, restlessness, or difficulty staying seated

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  • Impulsive behaviour — blurting out, interrupting, acting quickly

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  • Talks excessively or struggles to wait their turn

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  • Makes careless mistakes due to inattention

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  • Zoning out or appearing not to listen

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  • Mood swings or low frustration tolerance

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  • Can hyperfocus on tasks they find interesting

ADHD affects focus, self-regulation, and executive function. It may be primarily inattentive, hyperactive-impulsive, or a combination of both.

Strengths May Include

  • Strong creativity with original thinking and unique problem-solving approaches

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  • High energy and enthusiasm, especially when engaged in areas of interest

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  • Adaptable and quick to adjust in fast-paced or changing situations

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  • Big-picture thinkers who see connections and possibilities others may miss

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  • Highly empathetic, emotionally aware, and caring in relationships

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  • Resilient, with well-developed coping strategies and perseverance

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  • Willing to take risks and explore new ideas — natural innovators

UNDERSTANDING

DEVELOPMENTAL COORDINATION DISORDER (DCD/DYSPRAXIA)

DCD, often known as dyspraxia, affects physical coordination and planning of movements, which can interfere with everyday activities and academic tasks.

How It May Present

(These indicators may vary depending on age

and individual profile.)

  • Clumsy or uncoordinated movements

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  • Difficulty with fine motor tasks (e.g. handwriting, using cutlery)

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  • Poor balance and posture

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  • Trouble learning new motor skills (e.g. tying shoelaces, riding a bike)

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  • Slow and effortful physical tasks

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  • Often drops or spills things

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  • Avoids sports or physical activities

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  • Fatigue from tasks that require coordination

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  • Difficulty with spatial awareness or judging distances

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  • Frustration or low confidence in practical or physical tasks

Strengths May Include

  • Creative problem-solving and adaptability

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  • Strong verbal or visual thinking skills

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  • Empathetic and emotionally aware

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  • Determined and resilient in the face of challenges

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  • Good memory and attention to detail (in non-motor tasks)

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  • Thoughtful, reliable, and conscientious

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  • Skilled in areas not reliant on physical coordination (e.g. IT, writing, music appreciation)

UNDERSTANDING

AUTISM / AUTISM SPECTRUM CONDITION (ASC)

How It May Present

(These indicators may vary depending on age

and individual profile.)

  • Difficulties with social communication and understanding social cues

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  • Challenges in forming or maintaining relationships

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  • Preference for routines and resistance to change

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  • Intense focus on specific interests or repetitive behaviours

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  • Sensory sensitivities (over- or under-reactive to sounds, textures, lights, etc.)

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  • Differences in verbal and non-verbal communication (e.g., delayed speech, limited eye contact)

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  • Difficulty with flexible thinking and adapting to new situations

Autism is a lifelong neurodevelopmental difference affecting communication, sensory processing, and how individuals experience social interaction and the world around them.

Strengths May Include

  • Strong attention to detail and accuracy

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  • Excellent memory, especially for facts or routines

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  • Deep focus and expertise in areas of interest

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  • Honest, reliable, and loyal

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  • Logical thinking and strong pattern recognition

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  • Creative problem-solving and unique perspectives

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  • Preference for structure — often well-organised and consistent

Understanding Matters

Each individual with an SpLD experiences it differently. With the right strategies, accommodations, and support, learners can thrive academically, professionally, and personally. My role is to help identify strengths and challenges through thorough assessments and offer tailored guidance, mentoring, and tuition.

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If you have questions about how these differences may relate to you, your child, or your students, please don’t hesitate to get in touch for a chat.

Associated Needs and Co-occurring Conditions

Learners with Specific Learning Differences (SpLDs) often experience additional challenges that affect their learning, communication, and daily functioning. These associated needs commonly co-occur with conditions such as dyslexia, dyscalculia, ADHD, and autism, requiring tailored, multi-faceted support.

Speech, Language, and Communication Needs
(SLCN)

(These indicators may vary depending on age

and individual profile.)

Speech and language difficulties include challenges in understanding or producing spoken language, problems with social communication, or difficulties following instructions. These may present as delayed language development, speech sound disorders, or pragmatic language impairments affecting social interaction. SLCN often overlaps with SpLDs or neurodevelopmental disorders like autism spectrum conditions.

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Who can assess?
Speech and Language Therapists (SLTs) conduct formal assessments. Referrals typically come via GPs, educational psychologists, or local health services.

Where to find support:

Auditory Processing Disorder (APD)

Auditory Processing Disorder (APD)

Auditory Processing Disorder is characterized by difficulty processing sounds, especially in noisy environments, leading to problems with understanding speech and following verbal instructions. APD frequently coexists with dyslexia, ADHD, or language impairments.

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Who can assess?

NHS Audiologists typically perform APD diagnostic assessments. Educational psychologists and speech therapists may also identify and support APD-related difficulties.

Where to find support:

NHS audiology clinics

British Society of Audiology

Dysgraphia and Its Relationship to
Dyslexia

(These indicators may vary depending on age

and individual profile.)

Dysgraphia refers to difficulties with handwriting, spelling, and organising written expression that go beyond typical developmental challenges. This can include problems with letter formation, slow or illegible handwriting, and trouble structuring ideas on paper. Currently, dysgraphia is not formally recognised as a separate specific learning difficulty (SpLD) diagnosis in the UK. Instead, writing difficulties often occur alongside other SpLDs such as dyslexia, but are not considered a distinct diagnosis on their own. How does dysgraphia relate to dyslexia? •Dyslexia primarily affects reading, spelling, and phonological processing skills. •Many individuals with dyslexia also experience difficulties with writing, which can resemble dysgraphia. •Writing difficulties may be noted as part of a broader dyslexia profile but are not classified separately. •Some writing challenges may also be linked to fine motor coordination issues, which might be assessed by occupational therapists. If you or your child experience significant writing difficulties, it is important to discuss this during any dyslexia or SpLD assessment so these challenges can be fully understood and supported. Who can assess writing difficulties? •Specialist SpLD assessors and educational psychologists can evaluate writing skills alongside reading and spelling. •Occupational therapists can assess fine motor skills that impact handwriting. Where to find support: •Specialist tutoring targeting handwriting and writing organisation •Occupational therapy for motor skills development •Resources and advice from organisations like The Dyslexia Guild and the British Dyslexia Association

Professional, tailored assessments to support learning at every stage of life.

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