Definition of Specific Learning Difficulties
Specific Learning Difficulties are defined as “a group of diverse and non-homogeneous developmental disorders present in some individuals. They result from functional impairments in the central nervous system that negatively affect the individual’s ability to receive, process, and express information. This leads to difficulties in abilities such as speaking, listening, reading, writing, comprehension, spelling, reasoning, and mathematics. These difficulties also negatively impact other areas, including attention, memory, thinking, social skills, and emotional development.” Although learning difficulties may occur alongside other conditions such as sensory impairments, intellectual disability, severe emotional disorders, or external factors such as cultural differences or inadequate or inappropriate instruction, they are not caused by these conditions or influences. If appropriate diagnosis or effective educational and remedial intervention is not provided, individuals with learning difficulties may experience frustration, anger, and low self-esteem.
Low academic achievement.
Weak reading skills and poor reading comprehension compared to peers.
Weak handwriting skills (e.g., letters and words that are too large, too small, or disproportionate; difficulty staying on the line; frequent erasing while writing).
Difficulty acquiring basic arithmetic operations, understanding number concepts and place value, and solving word problems.
Difficulty acquiring and recalling terminology and concepts.
Inflexible thinking and difficulty being persuaded.
Low tolerance levels accompanied by high levels of frustration.
Impulsive behavior and excessive activity.
Lack of organizational or time-management skills.
High distractibility and daydreaming, or weak attention skills.
Difficulty sustaining tasks for extended periods and following instructions.
Delayed speech and language acquisition skills.
Low performance in fine motor skills and coordination (e.g., cutting, pasting, tearing, coloring, drawing, pencil grip, and eating skills).
Difficulty with memorization and weak recall abilities.
Difficulty expressing ideas using appropriate language structures.
Reversal and confusion of letters and numbers.
Difficulty understanding instructions, sequencing them over time, and carrying them out at the appropriate time.
Moving from one activity to another without completing the first.
Educational Remedial Intervention
Key Principles of Effective Intervention for Treating Learning Difficulties:
Accurate Diagnosis: To precisely identify the difficulties and develop an individualized intervention plan, with clear identification of the specific areas in which the student struggles (such as reading, writing, or mathematics).
Early Intervention: Research has shown that intervention at an early stage leads to better outcomes. The earlier the intervention, the more effective the results, whereas delays in intervention may complicate the difficulty due to the accumulation of academic gaps and associated psychological challenges.
Multidisciplinary Team Approach: Intervention should involve a team of specialists (such as teachers, psychologists, and therapists) to address the student’s needs in a comprehensive manner.
Individualized Instruction: Teaching in small groups allows for greater interaction between students and teachers, which enhances understanding and effective application of concepts.
Structured and Sequential Instruction: Instruction should be delivered through clear, organized steps to ensure smooth skill progression, with intervention strategies adapted according to the student’s development and changing needs.
Use of Multisensory Approaches: Engaging more than one sense (visual, auditory, and/or kinesthetic) supports learning, particularly for students with reading difficulties such as dyslexia.
Focus on Teaching to Mastery: Students should demonstrate a high level of mastery of a skill before moving on to a new one, ensuring solid learning at each stage.
Targeted Strategies for Reading and Mathematics Difficulties: For specific learning difficulties in reading (such as dyslexia) or mathematics (such as dyscalculia), remedial strategies include part-to-whole and whole-to-part instruction, along with continuous comprehensive review to reinforce skills over time.
Direct Instruction: Instructions should be clear and explicit to avoid ambiguity. Teachers should guide students through questioning that helps them reach correct answers, rather than leaving them to guess.