Overview

The specific learning disability (SLD) category is the most prevalent type of disability found among school-aged children. This disability affects a child’s ability to read, write, speak, reason, or do math. There are three main types of SLD: dyslexia, dyscalculia, and dysgraphia. Dyslexia is a neurobiological issue affecting a person’s ability with word recognition, poor spelling, and decoding (International Dyslexia Association, 2002). Dyscalculia is a neurobiological issue that affects a person’s ability to do math, including number sense, memorization of arithmetic facts, accurate and fluent calculation, and accurate math reasoning/concepts (The Dyslexia Association, 2023). Lastly, dysgraphia (also known as Written Expression Disorder), is a neurobiological issue that affects a person’s writing ability. This includes letter formation/legibility, letter spacing, spelling, fine motor coordination, rate of writing, grammar, and composition (Chung, Patel, & Nizami, 2020).

Strengths

While students with dyslexia struggle to read, it doesn’t mean that they have, in any way, diminished capacity intellectually. Many brilliant people struggle with dyslexia, such as Leonardo Da Vinci, Christopher Tonkin, Picasso, Roald Dahl, Tom Walsh, Albert Einstein, Pollock, Richard Benson, etc. Strengths include creativity, empathetic awareness, making connections, problem solving, observant, big-picture thinkers, strong narrative reasoning skills, and three-dimensional thinking (Cole, 2019). Many people with dyslexia can be gifted in many areas, such as mathematics, sports, music, design, drama, mechanics, physics, etc. (Moats & Dakin, 2017).

Much like students with dyslexia, students with dyscalculia have many strengths. While they may not excel at math, they excel at many other things. Some of their common strengths include “creativity, problem-solving, intuitive and strategic thinking and having a love of words” (Lexxic, 2022). Some additional strengths include communication, problem-solving, big-picture thinking, and artistic abilities (University of Oxford, 2023).

Students with dysgraphia also tend to be strong problem solvers. They also tend to be good at storytelling, leading, and recalling information orally (Exceptional Individuals, 2023).  It is important that teachers encourage students to work within their strengths to ensure a higher level of self-worth and resiliency when tackling parts of their academics that they struggle most with.

Needs

Because students with dyslexia exhibit challenges when it comes to word recognition, it is important to understand that these students require additional support when it comes to things like learning to speak, learning to read, comprehending what is read, and learning a foreign language (Moats and Dakin, 2017). Students with dyscalculia experience challenges related to “number sense” and may need additional support when it comes to understanding numbers and what they represent numerically (Understood). Lastly, students with dysgraphia experience challenges related to writing legibly, spelling, and sentence structure (Medical News Today). To support students with dysgraphia, teachers will want to give students options to support the act of writing, like pen grippers or paper with raised lines to help students with their writing, transparency in grading practices, offering students alternative ways to complete assignments, and providing additional time to complete assignments and tests when needed.

Supporting Students with a Specific Learning Disability

Common Teaching Strategies

According to the Mayo Clinic, here are some ways to help promote learning among students with dyslexia:

• Learn to recognize and use the smallest sounds that make up words (phonemes)
• Understand that letters and strings of letters represent these sounds and words (phonics)
• Understand what is read (comprehension)
• Read aloud to build reading accuracy, speed and expression (fluency)
• Build a vocabulary of recognized and understood words (Dyslexia)

According to Understood.org, here are some ways to help promote learning among students with dyscalculia:

• Review what the student [has] already learned before teaching new skills.
• Teach students to “self-talk” through solving problems.
• Let the student write out charts or draw sketches to solve problems.
• Use graph paper to help line up numbers and problems.
• Give the student a list of the math formulas taught in the class.
• Use like coins, blocks, and puzzles to teach math ideas.
• Use attention-getting phrases like, “This is important to know because….”
• Use concrete examples that connect math to real life.
• Check in frequently to make sure the student understands the work.
• Use graphic organizers to organize information or help break down math problems into steps. (Classroom accommodations for dyscalculia)

According to the Child Mind Institute, here are some ways to help promote learning among students with dysgraphia:

• Using a pencil grip to help them hold the pencil correctly and comfortably.
• Using a keyboard in class for note-taking and written assignments.
• Getting notes from the teacher.
• Using a recorder or dictation (speech-to-text) tool.
• Writing on graph paper or in graphic organizers (which are often available online for free) to help them organize their letters and thoughts on paper.
• Getting extra time for writing assignments, note-taking, and written tests. (Understanding Dysgraphia)

Specific Learning Disability

References

Cole, C. (2019). Strengths of Dyslexia. Dyslexia Support South. Retrieved from https://www.dyslexiasupportsouth.org.nz/parent-toolkit/emotional-impact/strengths-of-dyslexia/

Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational pediatrics, 9(Suppl 1), S46–S54. https://doi.org/10.21037/tp.2019.11.01

Exceptional Individuals. (2023). What is dysgraphia. https://exceptionalindividuals.com/neurodiversity/what-is-dysgraphia/

Moats, L. C., Dakin, K. E. (2017). Dyslexia Basics. The International Dyslexia Association. Retrieved from https://app.box.com/s/3f36hzaedlnzq96v2xsz6a4uqxc7fkwt

National Center for Education Statistics. (2022). Students With Disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences.

N.A. (2022). Definition of dyslexia. International Dyslexia Association. Retrieved from https://dyslexiaida.org/definition-of-dyslexia/

N.A. (2023). What is dyscalculia? The Dyslexia Association. Retrieved from https://www.dyslexia.uk.net/specific-learning-difficulties/dyscalculia/

N.A. (2022). What is Dyscalculia? Lexxic. Retrieved from https://www.lexxic.com/resources/dyscalculia#:~:text=People%20with%20dyscalculia%20often%20have,result%20of%20another%20neurological%20condition.

University of Oxford. (2023). Dyscalculia. https://edu.admin.ox.ac.uk/dyscalculia

U.S. Department of Education. (2018). Sec. 300.8 Child with a disability. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8