Dyslexia

Specific Learning Disorder associated with an impairment in reading

A sensory processing difference which can impact on how an individual interprets auditory and/or visual information. Language proficiency can support reading and literacy however, individuals with dyslexia may excel within the language domain but struggle to read. Dyslexia is a pattern of learning difficulties “characterized by problem with accurate or fluent word recognition, poor decoding, and poor spelling abilities” DSM-5 which can impact negatively on: Word reading accuracy, reading rate or fluency, reading comprehension.

Dyslexia and the severity of the learning difficulty based on the DSM-5 (diagnostic criteria):

Mild Severity: learning difficulties within one or two academic domains. Mild enough that the individual can compensate and function day to day with intervention and support.

Moderate Severity: marked learning difficulties within two or more academic domains. Will struggle to become proficient without daily targeted intervention

Severe: Severe learning difficulties affecting several academic domains, requiring substansive specialized and targeted intervention and support. Even with support and accommodation within school or the workplace, “may not be able to complete all activities efficiently.”

Getting the correct diagnosis is important as Dyslexia can co-exist with: an impairment in Written Expression, Dyscalculia (impairment in math), Dyspraxia (motor disorder), or ADHD. Individuals with Dyslexia may also struggle with mental wellbeing issues which may include anxiety or depression as a result of their learning difficulties. Some individuals can present with learning and academic delays as a result of social and emotional difficulties.

Assessment: Advanced Clinical Package, Package 1, 2 & 4 Packages & Costs

Support

• Recognised by: schools/ universities/ workplace
• A school or University can provide an Individual Support Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan, Head of Department for each subject, Student disability support)
• Government examinations including: The English language testing system (IELTS) https://www.ielts.org
• National Disability Insurance Scheme (NDIS) https://www.ndis.gov.au

Written Expression

Specific Learning Disorder associated with an impairment in Written Expression

A sensory processing difference which can impact on how an individual interprets auditory and/or visual information.  Language proficiency can support reading and literacy however, individuals with a Written Expression disorder may excel within the language domain but struggle to write. Based on the DSM-5, a Written Expression Disorder is characterised by difficulties associated with: spelling accuracy, grammar and punctuation accuracy, clarity or organisation of written expression.

Getting the correct diagnosis is important as an impairment in Written Expression (including spelling), can co-exist with: Dyslexia, Dyscalculia (impairment in math), Dyspraxia (motor disorder), or ADHD. Individuals with an Impairment in Written Expression may also struggle with mental wellbeing issues which may include anxiety or depression as a result of their learning difficulties. Some individuals can present with learning and academic delays as a result of social and emotional difficulties.

Assessment: Advanced Clinical Package, Package 1 & 2 Packages & Costs

Support

• Recognised by: schools/ universities/ workplace
• A school or University can provide an Individual Support Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan, Head of Department for each subject, Student disability support)
• Government examinations including: The English language testing system (IELTS) https://www.ielts.org
• National Disability Insurance Scheme (NDIS) https://www.ndis.gov.au

Dyscalculia

Specific Learning Disorder associated with an impairment in Math

A sensory processing difference which can impact on how an individual perceives and interprets information. Predominantly a visual processing and/or visual memory difference. Characterized by learning and performance difficulties associated with math. The difficulties may include: Number sense, memorisation of arithmetic facts, accurate or fluent calculation, accurate math reasoning.

Getting the correct diagnosis is important as an impairment in Math, can co-exist with: Dyslexia, Written Expression, Dyspraxia (motor disorder), or ADHD. Individuals with an Impairment in Math may also struggle with mental wellbeing issues which may include anxiety or depression as a result of their learning difficulties. Some individuals can present with learning and academic delays as a result of social and emotional difficulties.

Assessment: Advanced Clinical Package, Package 1 & 2 Packages & Costs

Support

• Recognised by: schools/ universities/ workplace
• A school or University can provide an Individual Support Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan (support teacher literacy & numeracy), Head of Department for each subject, Student disability support)
• Government examinations including: The English language testing system (IELTS) https://www.ielts.org
• National Disability Insurance Scheme (NDIS) https://www.ndis.gov.au

Autism Spectrum Disorder (ASD)

Persistant developmental differences in regard to how the individual perceives and responds to the world around them. Due to perceptual differences, difficulites tend to emerge regarding social communication, and social norms. Our perception of what others are trying to say to us through facial expression or physical gestures (non-verbal cues) develops during the early years usually preceding language development however, Individuals with ASD can struggle with non-verbal social cues. Misinterpreting or not understanding non-verbal cues can create challenges especially when theorists have proposed that 80 – 90% of face to face communication is non-verbal including: eye contact, facial expressions, physical gestures, and proxemics (how close we stand next to people).

Other perceptual differences can include language. The tone or inclination of what we say can determine what we mean. Emotions are conveyed within how we pitch, and pause when speaking which is often interspersed with visual gestures. Accordingly, individuals with Autism can recall what’s just been said, but misunderstand the meaning (joke, irony, or sarcasm). The environment can also impact. Individuals with Autism can struggle with sensory overload: sight, sound, touch, smell & taste. While we may co-exist with everyday noises which could include a clock (clicking sound), the repetitive sound may be overwhelming, and stressful to someone with ASD. An individual with ASD can also appear compulsive and obsessive in regards to organisation (setting up toys in a row), keeping things in order, hyper focused on one particular toy or activity, or keeping to a set routine.

Individuals with ASD may struggle with emotional regulation which may escalate during adolescence. The world and social interaction can be very stressful for someone with ASD resulting in trauma, and subsequent wellbeing issues. Individuals with ASD need explicit instruction in regard to how they interpret their environment, and behavioural protocols.

Every individual is different depending on the traits exhibited and the severity. Some autistic traits can also work to the individuals benefit. Hyper focused attention on a repetitive but highly important task, may set this individual apart from their peers as a specialist or expert. While some individuals may struggle to function day to day, others may be running successful corporations.

Assessment: Advanced Clinical Package & Package 1  Packages & Costs

Support

• Recognised by: schools/ TAFE/ workplace
• Verified in schools – school is funded – school case manager
• A school or University can provide an Individual Support Plan or an Individual Education Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan (support teacher literacy & numeracy), Head of Special Education Services, Student disability support)
• CentreLink
• National Disability Insurance Scheme (NDIS) https://www.ndis.gov.au

Attention Deficit Disorder (ADHD)

“A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” (DSM-5). ADHD can persist throughout life and impact negatively on: learning proficiency, behaviour, social relationships, and day to day functioning. There are marked behavioural differences between an individual that displays inattentive traits or symptoms in comparison to an individual with hyperactivity-impulsivity traits or symptoms. Inattentive behavioural traits can be easily missed within the classroom environment. Hyperactivity-impulsivity behavioural traits are usually easier to identify within the classroom or the work environment, as some of the following may be applicable:

Hyperactivity-Impulsivity

• Loud
• Talk over others
• Yell out in the classroom
• Disruptive
• Easily distracted
• Emotional outbursts
• Acts without thinking
• Risky behaviour
• Constantly moving (fidgeting, running, jumping)
• Easily bored
• Struggle to maintain focused attention
• Often off task
• Learning difficulties (can be associated with a learning disorder)

An individual with ADHD and inattentive symptoms may present with the following:

Inattentive

• Daydreaming
• Quiet unassuming
• Fidgety
• Struggles to maintain focused attention
• Thoughts just drop of their minds
• Organisational difficulties
• Often off task
• Learning difficulties (can be associated with a learning disorder)
• Easily distracted

ADHD – Combined presentation – exhibits sufficient symptoms from both presentations

Getting the correct diagnosis is important as ADHD can co-exist with: Dyslexia, Written Expression, Dyscalculia (math), and Dyspraxia (motor disorder). Individuals with ADHD may also struggle with mental wellbeing issues which may include anxiety or depression as a result of their learning, or behavioural difficulties.

Assessment: Advanced Clinical Package, Package 1 & 2 Packages & Costs

Support

• Recognised by: schools/ universities/ workplace
• A school or University can provide an Individual Support Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan (support teacher literacy & numeracy), Head of Department for each subject,  Student disability support)
• Government examinations including: The English language testing system (IELTS) https://www.ielts.org

National Disability Insurance Scheme (NDIS)  https://www.ndis.gov.au

 Intellectual Disability (ID)

“Is a disorder with onset during the developmental period that includes both intellectual and adaptive behavioural deficits” (DSM-5). May struggle with reasoning, problem solving, planning, abstract thinking, judgement, academic learning, and learning from experience. Behaviourally, may struggle with communication, academics, health & safety, day to day living, social interaction, and independent living.

Assessment: Advanced Clinical Package & Package 1  Packages & Costs

Support

• Recognised by: schools/ TAFE/ workplace
• Verified in schools – school is funded – school case manager
• A school or University can provide an Individual Support Plan or an Individual Education Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan (support teacher literacy & numeracy), Head of Special Education Services,  Student disability support)
• CentreLink
• National Disability Insurance Scheme (NDIS) https://www.ndis.gov.au

Dyspraxia (motor disorder)

Developmental Coordination Disorder

Learning and execution of coordinated motor skills is substantially below the anticipated age performance range. Usually characterised as the ‘clumsiness disorder’ – slow or inaccurate performance when using fine or gross motor skills including: dropping things, bumping into things, falling over, catching a ball, using scissors, buttoning clothes or tying shoelaces, balance, riding a bike, and participating in sport. It is important to ensure that the disorder is not the result of or better explained by another disorder or disability.

Verbal Dyspraxia (apraxia)

Speech Sound disorder

Can impact on expressive language resulting in language delays, and impacting on the clarity of speech.

• Dyspraxia may be associated with general learning difficulties or a Specific Learning Disorder

Psychologist can assess for associated learning disorders or delays (and diagnose), and provide preliminary testing for fine and gross motor skills and possible risk. However, a Paediatrician will need to complete the diagnosis as to whether a developmental coordination disorder is present.

Assessment: Advanced Clinical Package & Package 1  Packages & Costs

Support

The level of support will be based on the severity of the disability

• Recognised by: schools/ universities/ workplace
• A school or University can provide an Individual Support Plan, extra time, and possibly teaching and technical support (seek out: Guidance Officer, STLan (support teacher literacy & numeracy), Head of Department for each subject,  Student disability support)
• Government examinations including: The English language testing system (IELTS) https://www.ielts.org
• National Disability Insurance Scheme (NDIS) https://www.ndis.gov.au