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from the While looking for something else... blog...

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Equal opportunities

“Learning difficulties”, or “differences”?

Pardon the quotation marks. They are not there to indicate cynicism about the concept of a "learning difficulty", but its protean nature. The field ranges from generalised and profound learning disabilities to limited specific difficulties, some of which people only discover they have after achieving great success in the educational system. The terminology of "difficulties" does not help very much, especially for teachers encountering it for the first time. Indeed, there are situations, such as (stereotypes notwithstanding) where conditions such as mild Asperger's syndrome in a computer science student, or dyslexia in an art and design student, may present as the down-side of "talent".

Because they are specifically about differences in approaches to learning, these issues present particular challenges to teachers, as concern grows about equal opportunities, inclusion and diversity in the educational system.

As with all labels, they work in many ways, as the experience of those who have received a diagnosis testifies;

• For some students, a diagnosis offers a sense of relief. It assures them that they "have" an issue, rather than that it "is" them.
• For some, the challenge presented by a diagnosis is, on the other hand, a challenge too far, and they may be inclined to give up.
• For others, it cannot be denied that a diagnosis can become an excuse. Just because someone learns differently, it doesn't mean that they will not be as inclined as any self-respecting student to exploit it.
• ...and there are many more students who never receive a formal and official diagnosis, but just struggle on, wondering why some things are so much more difficult for them than for their peers.
• And what about those who believe that they "have" a difficulty, but find that it is not confirmed? As one put it, "I thought I was dyslexic, but now I find I'm just thick!"

The point is that as with students with physical impairments or mental health issues, or from other minority groups, the label applies only to a part of the individual. If we are notified that a student in our class has such a label, it can become their defining characteristic. (And given the relative anonymity of many higher education classes, this is not surprising.) It isn't; it's just something else about them.

However, there are quite specific things we can offer in the interests at least of not doing any harm. We do have an obligation to find out about them, such as the format of handouts for dyslexic students, just as much as how to place ourselves for students with a hearing impairment. Consult your student learning advisory service or its equivalent.

But what if you don't know about your students? Or as often happens, they don't know? (How many people seek assessment for dyspraxia? How many with dyscalculia join so many others in thinking, "I'm just no good at maths?") The stigma of dyslexia is declining a little, and diagnosed students are more likely to be open about it; but ADHD? Do you have an obligation to teach as if all your students had an issue with this? (As you might in relation to cultural and ethnic diversity.) This is tricky: frequent changes of activity which might suit an ADHD student would drive someone with Asperger's up the wall.

I have no answers under these circumstances. But if "learning styles" are discredited, we still have to acknowledge that these learning differences represent the extremes of those, usually marginal, variations.

• Look for discrepancies in performance on formative assessment. Don't leap to conclusions and labels, but do talk to the student concerned, and try to get beyond "excuses" by emphasising the good bits as much as the poor.
• Find out what helps. Find out their own coping mechanisms. Encourage the use of learning support, and try to get consent to talk to the student's learning support tutor.
• But remember we are talking about equal opportunities, and "level playing fields" here, not differential advantage or positive discrimination.

Neurodiversity in general "Best Resources for Achievement and Intervention re Neurodiversity in Higher Education" BRAINHE.com