Introduction

Specific Learning difficulties are not SPECIFIC they are as unique as each individual. The cause itself can be within a wide range of neurological dysfunction ranging from damaged brain cells to perceptual and integration problems and weaknesses caused by neurological dysfunction.
Every person has their own unique way of learning and their own personal profile of skills and achievements. Any supporting adult, parent or teacher can attain some level of understanding and instigate activity and supportive interaction that can be helpful to another person’s achievements.Phonic information can help children to learn to read and spell and crawling has been shown to help children learn movement and co-ordination skills; listening to music can help us to learn auditory discrimination skills, rhythm and rhyme.
EVERY aspect of learning offers additional skills that can be transferred to other situations and enhance future learning and potential human development. There are specific systems designed to aid learning, for example, Brail for the blind and Sign language for the deaf.However, a seeing person can learn to read and type in Brail but not necessarily come to an understanding of how learning is affected from the blind persons perspective, similarly a hearing person can learn to sign.
For the average person in everyday life there are positive ways to approach any learning difference and level of difficulty.

The basic recipe is one of Patience – Pause –Positivity.
 Present only essential information.
 Speak from the heart and share from an authentic personal perspective
 Avoid unnecessary chatter and dramatic responses.
 Stay neutral when confronted with emotional drama and challenging behaviour.
 Avoid judgements (including praise and criticism).and giving unrequested help.
 Support the learner to work things out for themselves……

• Give helpful information (e.g. the word teacher has seven letters – the first five letters spell the root word ‘teach’)
• Reflect what you see and hear (you are wondering how to spell teacher) Both active and spoken ‘Reflection’ gives everyone time to contemplate a positive and helpful way forward.
• Give clues (e.g. the first three letters in the word teacher spell the ‘tea’ you drink.)
• Ask leading questions (e.g. what words rhyme with teach?)

A Consecutive Structure of Positive Responses

the following consecutive structure of responses can be considered as useful guidance, even when the adult does not have any real understanding of the situation or potential problems.

 Pause: hold, allow or create a suitably gentle time for transition. A notable Pause, or quiet time can be helpful in every situation because it allows time to relax and contemplate without an external agenda.
 Integrate: reception of sensory information – allow plenty of time for this essential process that is generally unseen and often unappreciated.
 Assess: the external situation and environmental geography
 Move away: change the environment rather than attempt to control adverse behaviour; e.g. moving away from over stimulation, or peer group/sibling interaction can make the situation better.
 Give One to One Interaction: the simplicity of gentle, non-judgemental ‘Special Time’ focus, even when it is just for a few minutes,may prevent the situation getting worse. This neutral form of listening also creates an opportunity to witness internal feelings and incentives.
 Encourage movement; the aim is simply to create an environment that supports and encourages movement.Physical movement encourages healthy breathing which gives oxygen to the brain and muscles. Sometimes it is simple quiet movement (e.g. singing and walking) at other times the movement may be wild and energetic (e.g. running or climbing)
 Follow…allow the child to lead what s/he does….where, when, why and how. Self-directed activity empowers ‘the will’ and motivates a personal consideration of appropriate choices. Share non-verbally through touch, gesture and body languageChoices encourage creative endeavour and social interaction.
 Communicate; give simple basic and essential information, i.e. speak with heart-full authenticity avoiding hesitation, repetition, and deviation. Deviation is going beyond what is immediately relevant and important. Hesitation and Repetition both undermine our position as a responsible and trustworthy adult who has confidence in both what to say and the child’s ability to hear, understand and respond appropriately.
 

Concluding Diagram:-