Specific learning disabilities

Ivona Jelavić

Psychologist�&

Psychology Teacher

• DYSLEXIA
• DYSGRAPHIA
• DYSCALCULIA

​

​

​

​

.

Neurodiversity is a concept that recognizes natural variations in the way the human brain functions.

There is no "right" way the brain should work - people experience and interact with the world in different ways.

Dyslexia is a specific learning difficulty that primarily affects accuracy and fluency in reading as well as spelling.�

• People with dyslexia have lower intelligence.

→ MYTH

• Mirror writing is a reliable sign of dyslexia.

→ MYTH

• Students with dyslexia can become successful readers with appropriate support.

→ FACT

• Dyslexia affects only reading.

→ MYTH

• Dysgraphia is simply messy handwriting.

→ MYTH

• Students with dysgraphia may understand the content but struggle to express it in writing.

→ FACT

• A student can be gifted and have dyslexia at the same time.

→ FACT

Behaviour problems can sometimes be a consequence of repeated academic failure and low self-esteem.

→ FACT

​

Yesterday I ____ to the ____ because my ____ needed medicine.

​

​

​

Yest_____ I we___ to t___ phar____ bec____ my dau_____ nee____ med____.

​

��What is Happening in the Brain While we Read?�

What we see….

Thanks to fMRI’s (Functional Magnetic Resonance Imaging.) scientists can now literally see what is happening in our brains when we read and what is happening in the brains of struggling readers.  

Causes of dyslexia�

• Dyslexia is caused by connection difficulties in the brain’s language centers.
• People with dyslexia process information with different parts of the brain compared to people without dyslexia

L R

​

• The structure of the language, �intellect �education �politics, science,�medicine�Speech comprehension...

​

​

​

​

​

​

• delay in the development of the left side

of the brain, there is a "move"

of reading stations from the left

to the right side,

which is less suitable for reading

– this is where the problem arise...

​

​

​

​

​

​

​

​

​

​

​

​

​

​

• povezuje nas sa širom sviješću,
• kreativnost

​

• CORPUS CALLOSUM - bridge between the left and right sides of the brain (in dyslexics it is less developed, poorer in neural connections)

​

​

​

 https://www.redbubble.com/people/labstud

TYPES OF DYSLEXIA

• Phonological Dyslexia – difficulty connecting letters with sounds and decoding unfamiliar words.
• Rapid Naming Dyslexia – slow retrieval of familiar words, letters, or numbers.
• Surface Dyslexia – difficulty recognizing familiar words automatically; relies on sounding out every word.
• Double Deficit Dyslexia – a combination of phonological and rapid naming difficulties; often associated with more severe reading challenges.

• Phonological Dyslexia –The student can read "house" because they know it, but struggles to read a new word like "harvest."
• Rapid Naming Dyslexia – The student knows the answer but takes much longer to name letters or read aloud.
• Surface Dyslexia –The student slowly reads every word letter by letter, even common words such as "school" or "because."
• Double Deficit Dyslexia –The student struggles both to decode unfamiliar words and to read familiar words fluently.

Misconceptions about children with dyslexia

• MIRROR WRITING OF LETTERS AND WORDS IS A SYMPTOM OF DYSLEXIA

Mirroring letters is a common phenomenon in the early stages of learning to read and write, which is also present in children of typical development

​

• IF WE GIVE THE CHILD ENOUGH TIME, HE WILL OUTGROW DYSLEXIA. There is no evidence that dyslexia is a problem that disappears as you grow up. However, there is strong evidence that these children show permanent impairment in reading.

​

• DYSLEXIA IS MORE COMMON IN BOYS THAN IN GIRLS

Longitudinal studies have shown that there is no gender difference. More research is needed on the reasons for the higher identification of dyslexia in boys.

​

• A CHILD WITH DYSLEXIA WILL NEVER LEARN TO READ

With adequate intensive instruction, even older children with dyslexia can become accurate, albeit slower, readers.

​

• LACK OF MOTIVATION

�

Having dyslexia is more than not being able to read

• They have a harder time absorbing new information�It's harder for them to remember new faces.�It's harder to recognize old faces.�Slow data processing in consciousness�Disorientation in space and time�Inability to follow instructions in sequence�Difficulty in understanding humor expressed in words�Difficulty in conversation�Difficulties in drawing conclusions

SIGNS OF DYSLEXIA CAN BE

BEHAVIOR�

• slowness, uncertainty, shyness, excessive restlessness, untidiness, poor concentration, difficulty coordinating, clumsiness of fine motor skills, untidiness in writing, messy handwriting, difficulties in organizing the working day and free time, poor self-image…

DELAYS IN SPEECH AND

LANGUAGE

• Difficulties in understanding speech and reading, difficulties in articulation, presence of agrammatism, poor vocabulary and/or stuttering, difficulties in pronouncing longer words, difficulties in rhyming

Dyslexia affects math learning�

�

Problems in dyslexia:

short-term auditory-speech memory,

poor visual perception,

visual-motor coordination,

successive functions of maintaining spatial and temporal order,

spatial orientation, etc.

​

Most of these functions are also involved in learning mathematics, many children with specific reading difficulties have additional difficulties in learning mathematics.

​

•  the student is not able to read the instructions

​

​

​

​

​

​

​

​

​

​

​

​

​

• The girl (2nd grade) understood that "shorter way" means "shortening" the number by the first digit, 18 is "shortened" to 8, etc.

• poor knowledge of mathematical vocabulary�rotation, inversion, replacement, omission, addition, relocation of digits in numbers, difficulties in adopting the visual appearance of individual symbols;�difficulties in adopting the concept of place value, the relationship between numbers and difficulties in the use of the number line;

​

​

​

​

​

​

​

​

​

• Girl (1st grade) �For people with dyslexia, the number line introduces complete confusion instead of making it easier to understand

Did you know?

• People with dyslexia are often more creative.
• Dyslexia is a welcome skill for job applicants at NASA.

​

Dyslexic Strengths:

• Vivid imagination and visual thinking.
• Solving complicated problems fast.
• Identifying similarities among multiple things.
• Resilient.
• Good at making connections with people.
• Intuitive understanding of how things work.
• Abstract ideas- coming up with new ways.

​

Dysgraphia Simulation (Writing Task)�

• Instructions:�Write 2–3 sentences about what you did yesterday.

​

• Rules
• Use your non-dominant hand
• Do not lift your pen from the paper

​

- 5 to 20 % of all children have some type of writing deficit like dysgraphia.

• Dysgraphia is a stable inability of a child to master the skill of writing

• …not related to ignorance of spelling

​

​

• permanently present regardless of a sufficient degree of intellectual and speech development, a normal state of the senses of hearing and sight, and regular schooling.

​

Dysgraphia is more than difficulty with handwriting.

​

It also affects the language skills and underlying cognitive processes needed for written expression.

​

Because different brain and language functions can be involved, dysgraphia can look very different from one student to another.

�According to the causes:

• Hereditary dysgraphia �Difficulties in writing caused by external factors on the developing child�Combined form (the most common cause of dysgraphia – a combination of predispositions with the action of two to three external adverse factors)

According to the degree of severity:

• Mild dysgraphia�Pronounced dysgraphia�Agraphia (complete inability to write, usually a temporary condition that turns into stable dysgraphia after the first to second year of schooling, is accompanied by serious specific difficulties in initial learning – the child has great problems in learning letters).

Did you know?

Louis Pasteur had dyslexia and dysgraphia, yet, he defied these learning disabilities, also creating vaccines for rabies and anthrax.

Albert Einstein�One of the most famous scientists in all of history, Einstein actually failed many exams throughout his education due to dyslexia and dysgraphia (neither of which was recognised at the time)

1st grade HS

• 1. Draw an iceberg
• 2. Who would be the WORST possible teacher for Marko? “Someone who…”
• 3. What does Marko need the most? How to give it to him?
• 4. Write a type of feedback you would give to Marko.
• 5. anything you noticed in Marko’s profile that caught your attention?
• 6. Which part of Marko would challenge you the most?

​

Dyscalculia

• 3–6% of the general population

Dyscalculia Simulation (Math Task)

• Instructions:�Solve the following problems. Be quick! (30 seconds)

​

• Important rule:

(+) means subtract

(−) means add

(×) means divide

(÷) means multiply

​

Tasks:

15 + 7 = ______

20 − 8 = ______

6 × 3 = ______

12 ÷ 4 = ______

32 + 19 = ______

• Dyscalculia is a learning disorder that affects a person’s ability to do math.
• It affects brain areas that handle math- and number-related skills and understanding.

example: 2+2=?

• it takes several different skills — and the areas of the brain that manage them — working together to do it.
• Visual processing: Your eyes see the entirety of the math problem and send the components back to your brain for processing.
• Short-term memory: You use your short-term memory to hold onto the specifics of the math problem as you work on it. For example, the number amounts, the symbols and the order in which they appear.
• Language: You use this part of your brain to translate the symbols in the math problem into what those symbols mean. That’s how you know what the plus sign, equal sign and question mark mean in this context.
• Long-term memory: You access this kind of memory to remember the process of how to solve a math problem. In this case, your brain identifies that this is an addition problem based on the plus sign and the equals sign.
• Understanding of quantities and amounts: Your brain translates the symbol “2” into the understanding that it represents a specific amount or quantity. Children usually learn this principle by giving them examples like fruits or animals.
• Calculation: This process unites all of the above, helping you solve that 2+2=4.
• For a neurotypical person, the above processes all work as expected. Depending on how severe their case is, people with dyscalculia may struggle with certain parts of the process.

​

Below is a visual representation of the difficulties associated with dyscalculia. How they impact on individuals will vary.

Superpowers of dyscalculia

• Innovative problem solving and trouble shooting;
• Creative, intuitive and lateral thinking;
• Stronger in the areas of art, music, design, architecture and engineering;
• Seeing the bigger picture – strategic thinking and holistic approach.

Intuitive thinking – people with dyscalculia are good at interpreting reality and processing knowledge experiences and signs around them.

GENERAL TIPS FOR L.D.

• spot difficulties as early as possible and be ready to help,�try to achieve the best possible cooperation with parents,�instruct parents to seek professional help,�show understanding for the child's difficulties,�be critical in work, but cautious and tactful,�to encourage,nand praise even for small successes,�highlight his good achievements in other areas,�be consistent, persistent and patient in work,�determine his/her level of knowledge and skills acquisition,�try to adjust the time schedule of work for him,�From time to time, give him easier tasks that he can successfully solve,�To use individualization in the work, to approach it more often,�use various means and aids in work,�do not expect the child to always adhere to the "learned",�give him the opportunity to prepare thoroughly before the assessment,�more often use the method of testing knowledge that suits them better,�work with him on supplementary content in which the difficulties are most pronounced,�check the level of knowledge and skills acquired more often – as a motivating factor,�to build a positive atmosphere in the classroom – the right to diversity.

DYSLEXIA

• HOW TO HELP?�emphasize what will be learned in the lesson and end the lesson with a concise presentation of what has been learned (this way the information better "moves" from short-term to long-term memory),�put him to sit closer to the board and the teacher,�check whether they have remembered or correctly written down their homework,�write down important messages and events in the child's notebook,�write down a few phone numbers of other children in the class in the child's "information book" (so that the child and parent can always get information when they need it),�carefully determine the amount of homework – not exceeding its capabilities,�divide tasks into smaller groups of information,�reduce "unnecessary" copying – mark the parts that the child needs to copy on the board with colors, extend the time,�write in legible, correct handwriting on the blackboard, using colors,

• use various teaching aids (tactile, auditory, visual), increase the font of letters in reading comprehension texts and exam materials,�emphasize the importance of neatness of the manuscript, but do not punish it when it cannot be better,�pay attention to the quality of teaching and exam sheets and materials�(content, language, font size, readability),�point out well-done things, and correct mistakes well (by not writing over the child's handwriting, the child and the parent must see and understand the mistake),�Always soften negative remarks with a positive, motivating remark at the end.�use different methods of testing and evaluation;�together with the child and the parent, choose the notebook and writing tool that suits the child best,�clearly explain the objectives of the test and its expectations.

IMPORTANT TO REMEMBER!!!�A child with dyslexia:�- gets tired much faster than other children; it has to use a lot more attention to even be able to keep track of what is happening,�- can read one word in several wrong ways without noticing it,�- can read words accurately without even understanding what they are reading,�- it can "shine" one day, and the next day be completely off and uncertain,�- it may seem as if he is not listening, when in fact he has trouble remembering instructions in sequence,�- he may seem lazy, but in fact he has problems in organizing obligations and needs help in this,�- can have great difficulty with any figures and symbols�(tables, musical symbols ...),�- He also has great difficulty in learning foreign languages.�- it is difficult to take notes because he cannot listen and write at the same time,�- due to slow reading and writing, he is constantly in a time constraint,�- gives the impression of clumsiness and forgetfulness, no matter how hard you try,�- may exhibit neurotic symptoms or milder forms of behavioral disorders because they have a poor self-image (!)

The following are some common DYSGRAPHIA ACCOMMODATIONS that could be included to help student:

​

• Spacing paper or graph paper to help improve handwriting legibility
• Graphic organizers (paper and digital)
• Permission to type assignments instead of handwriting them
• Allowing the student to take a picture of homework assignments on the board instead of copying them down by hand
• Exemption from writing in cursive
• Lesson outlines and/or copies of classroom learning materials to help with note-taking
• Extra time for assignments involving handwriting
• Acceptance of alternatives to handwritten responses (like giving a verbal presentation)
• Adaptation of testing formats to require less handwriting (like multiple-choice and fill-in-the-blank questions)
• Allowing the student to test in a quiet room
• Provision of information needed to start writing assignments early

�

DISCALCULIA

CLASSROOM AND HOMEWORK MODIFICATIONS

• Use of a Calculator: Permitting the use of calculators can help students overcome challenges related to basic math facts and long division.
• Reference Sheet: Providing a sheet with math formulas, multiplication tables, or critical information can aid in comprehension and recall.
• Graphic Organizers: Tools like graph papers or other visual aids can assist in structuring math problems or understanding new concepts.
• Oral Examinations: In some cases, students might benefit from expressing their understanding through oral instead of written exams.

​

LEARNING AND PRESENTATION ACCOMMODATIONS

• Multisensory Learning: Engaging different senses can significantly aid the learning process. Special educators might use tangible objects, visual aids, or auditory cues to explain math concepts.
• Step-by-Step Instructions: Breaking down complex problems or new concepts into smaller, digestible steps can make learning more accessible.
• Frequent Breaks: Some students may need breaks to process information and avoid feeling overwhelmed.

​

EXAM AND ASSESSMENT ACCOMMODATIONS

• Extra Time: One of the most common accommodations is providing students additional time to complete math problems, especially during tests.
• Response Accommodations: Allowing students to record answers in different ways or using tools like number lines can aid their understanding.

​

​

Specific learning disabilities…

• primarily neurodevelopmental disabilities with a strong genetic component
• HOWEVER!
• increase in diagnosed specific learning difficulties

​

Have you noticed the same trend in your schools?�Do you feel there are more students with diagnosed difficulties, or are we simply recognizing them more often?

​

1. Greater Awareness and Knowledge

Teachers, parents, and professionals are now better educated about learning difficulties .Increased awareness leads to earlier identification and referral.

​

2. Improved Diagnostic Criteria and Assessment Tools

Assessment methods are more precise and standardized today. Clearer diagnostic criteria allow professionals to recognize difficulties that may have previously gone unnoticed.

​

3. Inclusion

With inclusive education becoming standard

practice, more children with learning

difficulties remain in mainstream classrooms

rather than being excluded or overlooked. This increases visibility and identification.

​

​

4. Reduced Stigma

There is less stigma around psychological and educational assessments. Parents are more willing to seek professional help, and schools are more proactive in recommending evaluation.

​

5. Higher Academic Demands

Modern curricula often require advanced

literacy and numeracy skills at an earlier age.

As expectations increase, learning difficulties

become more apparent.

​

6. Better Early Screening

Many school systems now implement early screening programs in preschool and early primary education, leading to earlier and more frequent diagnoses.

​

​

7. Broader Conceptual Understanding

The concept of specific learning difficulties has expanded. Today we understand neurodevelopmental differences more clearly, which contributes to identifying a wider range of learning profiles.

​

​

​

​

​

​

​

One more reason: MODERN LIVING

Some authors argue that certain aspects of MODERN life may influence the expression of symptoms or make foundational skills harder to develop:

​

Manfred Spitzer - negative effects of excessive digital media exposure on attention, concentration, and reading development (especially in his book Digital Dementia)

​

Nicholas Carr, in The Shallows - internet changes the way our brain processes information, potentially affecting deep reading and sustained attention.

​

Dimitri Christakis researches the impact of early and excessive screen exposure on attention and executive function in children.

​

​

​

Modern lifestyle does not create specific learning difficulties, but it may intensify attention problems, self-regulation difficulties, and language development challenges, which can influence academic performance.

​

Teacher's job:

…IS…

• notice that the student has a difficulty�understand what the difficulty is and how it affects work and learning�accept the student and the difficulty�find/apply methods that can make it easier for him �praise him and encourage him to work� to be supportive, to find the best possible way for the student to learn new material
• enable examination in a manner appropriate to the student
• work on the relationship with the student
• to be a TEACHER

…IS NOT…

• "cure" the student�criticize�find excuses for insufficient engagement

​

What is the most important characteristic that a teacher who works with students with disabilities should have?

Why?

🎤 Stand in Their Shoes

• “Think of a time when you felt different, excluded, or like you didn’t belong.”

​

How did it feel? What would have helped?

​

• Share with a partner.

Ask each other: “What helped you? Or what would have helped?”

Dyslexia Simulation (Font Variation)

How did you feel while doing the task?�What was most difficult?�What helped you (if anything)?�What does this tell you about your students?

Reflection Questions

🧠 Strategies and Tools

🔧 1. What specific methods or approaches do you use to adapt content and activities to meet the diverse needs of your students?

​

🔄 2. How do you modify your teaching when you notice a student is struggling or not fully engaged?

​

🤝 3. How do you encourage collaboration and mutual acceptance among students with different abilities and backgrounds in your classroom?

What should every teacher remember?

One Word Takeaway

• Think about everything we’ve explored today.�If you had to sum up your experience or takeaway in just one word, what would it be?”

​

• write the word on the paper

​

Thank you

Thank you for your time, your ideas, and your willingness to see your students through a different lens. Every small change you make in your classroom has the potential to change someone's future.