Learning Difficulties

To begin, I think it is important that I mention that I have a learning difficulty. I have found that a common misconception around people with learning difficulties is that we are all the same. 

When I tell people I am dyslexic, they are usually shocked because I apparently 'don't look it' or 'come across as having' a learning difficulty. I think this is because: 

• People are unaware of the different levels of learning difficulties
• Once a learner understands the way in which they learn and process information, the learning difficulty is no longer a difficulty 
• Learners are diverse and therefore must be recognised as individuals, which will ultimately affect the way they learn and how we support them.  For example some learners process information more easily through the use of coloured paper handouts whilst others do not. 

I think the best way to approach the situation as a teacher is to look at the ways in which that particular learner processes information and learns. Learners with learning difficulties need to be considered when planning and delivering inclusive learning and teaching. There are several ways I could support students with learning difficulties:

Differentiation

According to Gravells, differentiation is about: “using a range of different approaches and resources to meet the needs of individuals and groups.” (2012: 73) Using differentiation, I can select resources to meet the needs of my learners. Designing resources according to their ability and experience can do this. For example, students with learning difficulties tend to find it difficult to structure essays, I would create a worksheet showing how to construct an essay body or a list of alternative phrases and sentences. These worksheets can also be given to other students who may also benefit from them.

Resources

The resources I use can dictate the effectiveness of my teaching and learning strategies. According to Reece and Walker: “Increase understanding, reinforce key facts, create deeper learning, motivate… and simplify ideas.” (2006 cited Wilson: 2008: 73)  Resources are also important in meeting the needs of my learners and can add variety, which appeals to different learning styles. (Scales: 2008) 

In order to adapt and use a range of resources to meet my learners’ needs, I need to ensure that they are both accessible and inclusive. For example PowerPoint presentations can: incorporate other learning styles (still images, animations, video clips and sound/music), clearly present key points, be printed out as handouts and accessed online. I can also prepare clear handouts with images including one with media terminology and their definitions, create responsibility for their own learning, initiate peer support and communicate clearly without using slang or jargon. (Wilson: 2008) 

Assessment 

Just as resources and learning and teaching strategies are differentiated to meet the needs of all learners; there should also be variety of assessment methods available. To ensure my lessons are effective, I have to identify my learners’ needs, which can be done through an initial assessment. This will find out whether learners require additional support with literacy, numeracy, language or other disabilities. Carrying out assessments at an early stage can also help in identifying learners’ current level of knowledge (Wilson: 2008). Learning styles can also be assessed in order to understand my students’ preferred way of learning. Formative assessments are designed to check learners’ progression through informal methods such as quizzes, discussions or short tasks. If I use my own, I needs to take into account equality, diversity and treat each student as an individual. 

Records

Assessment records must be kept in order to monitor learners’ progression as well as evidence of the teacher’s observation of the learners’ performance. This can be done through initial or diagnostic assessments such ILP, which is also apart of self-assessment. Other records include tracking grades, progression reports, tutorial reviews and feedback. I have created my own form of record keeping for my learners so I can track their progression. I will also create a poster for the photography unit I will be teaching, so learners are aware of their progression with individual pieces of work. 

These records can also be used to assist teaching performance in delivering the subject and future lesson planning. (Wilson: 2008) For students who may not be performing well, teaching and learning strategies can be reassessed to check if they are meeting learners’ needs. In other cases assessment records can also be used to pin point any learning difficulties that a student may have such as dyslexia or dyspraxia. Once pint pointed the learner can be referred to a specialist and given special assessment requirements.