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Everything you need to know about Specific Learning Disabilities/Difficulties

Nyelv: EN

Megosztotta Colin Lannen


EU Specific Learning Disabilities (Sp.L.D.) Policy and Roadmap and Sp.L.D. Teacher and Adult Learner Training is a 3 year Erasmus Plus Key Action 2 – Cross Sectoral Strategic Partnerships project which has developed an open (FREE) resource. The resouce includes the world's first 'one-stop-shop' for all things Specific Learning Disabilities (SpLD). The Sp.L.D. Toolkit provides 3 Levels of Training Courses:

Level 1 – Adults/Parents & School Teaching Assistant/Support Worker/Volunteer

Level 2 – Schools & Tertiary Teacher Training

Level 3 - Specialist Teacher Modules

What are Specific Learning Disabilities/Difficulties (SpLD)? 

Persons identified as having  Sp.L.D. all show different intellectual and emotional profiles, strengths and weaknesses, learning styles and life experiences. Within this context, Sp.L.D. can be identified as distinctive patterns of difficulties, relating to the processing of information, within a continuum from very mild to severe, which may result in restrictions in literacy, language, number, motor function, short term memory and organisational skills. 

Practice and research shows that specific learning disabilities/difficulties will often co-exist to varying degrees. These form what can be seen as the Sp.L.D. umbrella:

  1. Dyslexia 
  2. Developmental Coordination Disorder (DCD)/Dyspraxia
  3. Dyscalculia
  4. Attention-Deficit (Hyperactivity) Disorder (ADHD)
  5. High-functioning ASD
  6. Specific Language Impairment (SLI)
  7. Associated Emotional & Social Difficulties (ESD)

Persons with Sp.L.D. have average or above average cognitive abilities (i.e. 90 or above measured IQ). In addition, as a result of unidentified Sp.L.D. there may be associated emotional and social difficulties, including behavioural issues. 

Between 13.88 million children in primary education and 21.79 million children in secondary education will have Sp.L.D. a total of 35.67 million. Of course, this will exclude all persons with Sp.L.D. who have exited full-time education pre-2015 or who have Sp.L.D. in pre-primary or Tertiary Education. Moreover, this also excludes all the EU-28 adult population who have Sp.L.D.

Important factors:

  • Exists in all nations, ethnicities, cultures and socio-economic backgrounds.
  • L.D.are hereditary, life-long, neurodevelopmental conditions.
  • Although neurological in origin the response to Sp.L.D. is educational.
  • L.D. consists of 7 learning disabilities, co-existing to varying degrees which, due to the same underlying information processing deficiencies, will require similar pedagogical approaches.
  • In the majority of EU nations, co-existence of such disabilities is neither accepted nor diagnosed. Therefore, there is little or no training for adults, teachers nor support for children/students
  • Unidentified, Sp.L.D. results in low self esteem, high stress, atypical behaviour, mental health problems, low achievement and early school leaving. This can also lead to violence in school and later anti-social behaviour within communities. In the worst case it can lead to criminal acts and imprisonment.
  • The reverse is also true where children and young persons, having had on-going support for their Sp.L.D. go on to higher education and become valuable citizens, employees or entrepreneurs. Early identification and intervention is therefore vital.

The information is all available on the website

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Dr Sionah
Mr Colin Lannen
Közzététel dátuma:
szerda, 26 július, 2017
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