Learning Disabilities and Conditions

What is Emotionally Based School Non-Attendance (EBSNA)?

Some children and young people experience difficulties in attending school.  This will be due to emotional factors, such as feeling overwhelmed or struggling with stress and anxiety which can result in prolonged periods of absence from school.

You will find information, guidance on EBSNA and strategies and ideas of how to support your child on the link below.

Dyslexia is the most common learning difference, possibly affecting up to 1 in 5 people. It is a genetic condition that comes with a range of strengths and challenges, affecting each individual differently. For some, reading may be hard to crack. Others may learn to read well initially, but struggle to spell accurately. Understanding instructions, remembering what is said and being able to organise themselves or their ideas may be where difficulties are highlighted for others. Watch a video explaining dyslexia here.

Dyslexic strengths include creativity, communication, problem solving, big-picture, abstract thinking, high levels of empathy and observation, making links, strong spatial reasoning and 3-D thinking, imaginative and analytical skills. Some people with dyslexia excel in fields like engineering, industrial and graphic design, architecture, or construction. Others apply their skillset well to performing, teaching, politics, writing or becoming an entrepreneur. Watch a video about the strengths of dyslexia here.

Please speak to your class teacher if you have any questions or concerns about your child and their progress.

Click on the links below to find the BDA’s short guides to supporting a child with dyslexia in different aspects of their learning, and for more information about dyslexia, see the links below.

The British Dyslexia Association states, ‘Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.’

Dyscalculia involves misunderstanding what numbers mean and how they relate to each other and to their symbols. It may cause difficulty with seeing how numbers fit together, counting, calculating, recalling math facts, like 2 + 4 = 6, using concepts like ‘less than’, ‘bigger’ and ‘smaller’, using symbols like + and – , understanding place value, telling left from right, reading a clock and working with currency or units of measurement.

Approximately 6% of people have dyscalculia, while 25% of the population experience maths learning difficulties. It is believed that around 60% of people with dyslexia have difficulty with maths. Watch a video explaining more about dyscalculia here.

People with dyscalculia often excel in reading, writing, thinking strategically, seeing situations holistically, being creative, artistic and imaginative, problem solving and being highly practical. Watch a video about the challenges and strengths of dyscalculia here.

For more information about dyscalculia and supporting maths difficulties, see the links below.

Math Games

Games are to maths as reading is to writing. Playing number games in a low demand context will support a child learning subconsciously. Make all maths as hands on as possible. Use Lego, cubes, dienes (base ten) and number lines. Giving a child a times tables or division chart where they can look up the answer will be really helpful when learning maths processes. Practise counting backwards as well as forwards, and over boundaries of 10s and 100s will build improved understanding over time. Technology like calculators and math apps will also help to make math easier to navigate.

Please speak to your class teacher if you have any questions or concerns about your child and their progress.

Developmental co-ordination disorder (DCD) or Dyspraxia

Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. It causes a child to perform less well than expected in daily activities for their age and appear to move clumsily. They may drop or bump into objects frequently and may demonstrate slowness and inaccuracy with motor skills, such as catching an object, using scissors or cutlery, handwriting, riding a bike or participating in sports.

Motor skills will appear significantly below the level expected for their age and the opportunities they have had to learn and use these skills. Their lack of motor skills will significantly and persistently affect their day-to-day activities. Symptoms will have been evident from an early stage of their development.

Dyspraxia is the result of disruption in the way messages are passed between the brain and the body. The cause of this disruption is not yet clear. But, being born early and having a low birth weight both raise the risk. Also, a family history of coordination difficulties raises the likelihood. Dyspraxia is not caused by illness or injury. It is something you are born with and lasts throughout your life.

Dyspraxia affects around 5% of school-aged children. Around 2% of children are severely affected. Watch a video explaining more about DCD (dyspraxia) here.

For more information about DCD (Dyspraxia), see the links below.

Please speak to your class teacher if you have any questions or concerns about your child and their progress.

Autism, referred to as Autism Spectrum Disorder (ASD) or Autism Spectrum Condition (ASC) by the medical profession, is a lifelong spectrum condition which affects people in different ways and is caused by differences in the brain. People with autism may have difficulties with social communication and interaction, repetitive and restrictive behaviour, under- or over-sensitivity to light, sound, taste or touch, highly focused interests, anxiety, meltdowns and shutdowns. The most recent government autism prevalence survey suggested that approximately 1% of the population has autism, but it is likely that the real figure may be higher, as many people are undiagnosed. Watch a video explaining autism here.

Autistic strengths include great attention to detail, strong long-term memory, deep concentration, tenacity, integrity, creativity, methodical, innovative, heightened observation and visual skills. Some people with autism excel in academic areas such as maths, engineering and science due to their strengths in technical and logical subjects and abilities to accurately memorise large amounts of information. Read more about the positives of autism here.

For more information about autism, see the links below.

Please speak to your class teacher if you have any questions or concerns about your child and their progress.

ADHD is a condition caused by differences in the brain. It often runs in families. The exact causes of ADHD are not yet understood. People with ADHD may have trouble with focus, keeping still and thinking before they act. It is currently estimated that between 5-10% of people may experience ADHD symptoms.

There are different types of ADHD. The combined type is the most common, characterised by impulsive and hyperactive behaviours as well as inattention and distractibility. ADHD, impulsive/hyperactive type is the least common, where impulsive and hyperactive behaviours are present without inattention. With ADHD, inattentive type, individuals present with inattention and distractibility without hyperactivity.

People with ADHD may have trouble with executive function skills, causing challenges with organising themselves, following instructions, time management and managing their emotions. Watch a video explaining ADHD here.

ADHD strengths include hyper-focus, heightened energy levels, empathy, compassion, observation, problem-solving and multi-tasking skills. People with ADHD are often highly creative and sociable with a great sense of humour. Read more about the positives of ADHD here.

For more information about ADHD, see the links below.

Please speak to your class teacher if you have any questions or concerns about your child and their progress.