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Learning Difficulties that may present in the Classroom, • Find it…
Learning Difficulties that may present in the Classroom
Information Processing
• Pupil may be very slow to process any information they are given (written or verbal)
• Difficulty completing work within a set timescale
• Difficulty following instructions, particularly when several are given at once
• Difficulty with recall, having to constantly “search” for the words needed
• Difficulties with word-finding and may find it hard to know how to describe words
• More time to organise their thoughts, retrieve the necessary information and then answer
• Whilst thinking about the meaning of one piece of information, the teacher has moved on to another part of the lesson which can mean the pupil misses key information
Memory based difficulties
short term memory
• Difficulty remembering what has just been modelled to them
• Difficulty remembering what was happening before a distraction or break
• Difficulty repeating back an instruction or information that has just been given
Long term memory
• Doesn’t remember past learning experiences that would be helpful to use now (recall)
• Difficulty building new knowledge onto existing knowledge
Working memory
• Inability to keep verbal information in short term memory whilst carrying out other tasks
• Difficulty remembering and following instructions accurately
• Difficulty in accessing a curriculum at a level that aligns with underlying ability
• Poor retention of information or being able to hold information in mind whilst working with it, such as mental arithmetic
• Appear to have poor concentration, as they frequently forget what is expected of them
• Seem to be daydreaming or not listening when they are really unable to remember what has been asked of them
• Recall and order of symbols for spellings or times tables are problematic
Phonological skills
• Lacking automaticity with sound / letter correspondence
• Decoding accurately is challenging, particularly when dealing with unfamiliar material and nonsense words
• Difficulties with encoding for spelling
• Struggle with accurate pronunciation when reading
• Keeping pace with lessons and amount of work produced compared to peers
• Work output not be representative of effort
• Word finding will be very difficult
• Struggle with manipulating and holding on to sounds and words, which can make learning to read and spell difficult
Receptive Language
Receptive language involves translating the words into a different form and then linking this with previously acquired knowledge retrieved from long term memory. Examples of difficulties with receptive language include:
• Where a pupil has a working memory deficit and slow information processing
• Difficulty understanding instructions they’ve been given
• Needing visual cues to make sense of language
• Looking blank and unable to respond when spoken to
Organisational skills
• Challenges with executive function skills, such as organization, concentration, and sequential tasks
• Poorly organized work may including lots of crossing out and words missed
• Poor at organizing themselves and what they need such as the correct equipment
• Poor time keeping
• Difficulties with how to organize their thoughts into written work
Visual perception and tracking
• Recognising and manipulation of shapes to recreate a pattern
• Understanding how to rotate individual shapes accurately
• Difficult transferring information from one place to another as they cannot remember once they’ve looked away what he had to do and then need to look back again
• May have difficulty with tracking accurately; they may experience glare from reading black on white, or blur from certain fonts
• Find it difficult to understand speech at the speed people usually speak