Recognising barriers: Specific learning difficulties
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Specific learning difficulties are quite varied, as are the barriers to learning that students may face. Some have limited short term and working memory, so that information can be quickly forgotten. This applies particularly to instructions, so students may not be able to recall what they should do next.
Students may appear to be careless, although they can often work things out quickly in their own way. There may be repetition and persistent errors in spelling, number or grammar, although oral skills can be good.
Note taking is difficult and reading can be slow, particularly for those with visual–perceptual disturbance. Organisation, time management and sequencing can cause difficulties, and what is being said may be misunderstood, particularly if things are moving quickly. There may be confusion between left and right.
Some students find it difficult to speak out in class or to do a presentation, finding that their words get jumbled and they forget the words they need. They can be easily distracted and find it hard to concentrate where there are other things going on.
Others may have difficulties with coordination and find it difficult to use unfamiliar equipment.