Mental Health and Growing Up
Factsheet
Specific learning difficulties or disabilities:
information for parents, carers and anyone
who works with young people
About this leaflet
This is one in a series of Leaflets for
parents, teachers and young people entitled Mental Health and
Growing Up. These leaflets aim to provide practical,
up-to-date information about mental health problems (emotional,
behavioural and psychiatric disorders) that can affect children and
young people. This leaflet explores what a specific learning
disability is, and gives advice on where and how to get help for
young people and their families affected by this condition.
Introduction
Specific learning difficulties (sometimes
abbreviated as SpLD) refer to difficulties as described below. It
is more common to use the terminology ‘difficulty’ in this
condition rather than ‘disability’ which is used in people affected
with more general disability(see our factsheet on child with
general learning disability), although the labels are used
differently in different settings like health, education and
government.
What is a specific learning difficulty?
A child with a specific learning difficulty is
as able as any other child, except in one or two areas of their
learning. For instance, they may find it difficult to write letters
(dysgraphia), or to cope with numbers (dyscalculia) or reading
(dyslexia).
There are many different types of specific
learning difficulty, but the best known is probably dyslexia. In
dyslexia, the child has difficulty with spelling and reading. It
may be difficult for parents and teachers to realise that a child
has this sort of problem, especially if their development has
progressed without concern in the early years.
Often, the child will appear to understand,
have good ideas, and join in storytelling and other activities, as
well as other children, and better than some. Sometimes it can take
years for adults to realise that a child has a specific learning
difficulty.
What effect does it have?
Specific learning difficulties can make
lessons challenging for a child. They may struggle keeping up with
classmates, and may come to see themselves as stupid, or no
good.
They may find it difficult to concentrate on
lessons and, because they may not be able to follow them properly,
they may complain of lessons being ‘boring'. The child may search
for other ways to pass the time and to succeed.
They may try to avoid doing schoolwork because
they find it impossible to do it well. Doing badly in school can
undermine their self-confidence. This can make it harder for the
child to get along with other children and to keep friends.
Children with specific reading difficulties
often become angry and frustrated, so behavioural problems are
common. If they don't get suitable help, the problems may get
worse. Older children may become frustrated, fail exams or get into
serious trouble - both at school and outside.
A specific learning difficulty is not a mental
illness. However, children with a specific learning difficulty are
more likely to develop mental health problems, for example anxiety,
or have additional developmental disorders such as Autism Spectrum
Disorders and Attention Deficit Hyperactivity Disorder (ADHD), than
other children.
What can help?
Identifying the problem is the most important
step to get the right help and support. Usually the difficulties
are first picked up by the family or school.
Parents can discuss their concerns with the
teacher or Special Educational Needs Coordinating Officer
(SENCO).
Education authorities have a duty to identify
children who have special educational needs and make sure that they
get the additional help that they require (Education Act 1990).
Schools have the Special Educational Needs ‘Code of Practice',
drawn up by the Department of Education, to help them to recognise
and help children with this type of problem. The Department has
also produced a helpful Guide for Parents (see sources of further
information at the end of this leaflet).
If there are concerns, the school may offer
extra help using different ways of teaching to suit the child’s
specific needs (called IEP or individual education plan). If this
is not enough, then they can offer interventions that are
additional or different from those provided as part of the schools
usual curriculum and strategies (School Action and School Action
Plus).
Sometimes a statutory assessment may be
required for the education authority to prepare a Statement of
Special Educational Needs. This would describe what type of
additional help the child will benefit from and is usually reviewed
annually.
Children may need to see an educational
psychologist, speech and language therapist or other specialist to
diagnose their problem.
If the child's learning problem has resulted
in possible emotional or behaviour problems, due to frustration or
loss of self-confidence, more specialist help may be needed. If
necessary, the school or GP can refer the child to the local child
and adolescent mental health service (CAMHS) who will be able to
offer help and support.
Further information
Advisory Centre for
Education
A national charity that provides advice and
information to parents and carers on a wide range of school based
issues including exclusion, admissions, special education needs,
bullying and attendance.
British Dyslexia
Association
Information and advice on dyslexia for
dyslexic people and those who support them.
Department of
Education
Information for parents and carers - Special
Educational Needs, a helpful guide to the process and some useful
addresses.
IPSEA
(Independent Panel for Special Educational
Advice)
Provides information and second opinions for
special educational needs.
Young Minds Parents
Helpline
For any adult concerned about the emotions and
behaviour of a child or young person. Parents' helpline
0808 802 5544
UK Government website for
citizens
Contains useful information regarding special
educational needs and navigating through the statement process.
References
Rutter’s Child and Adolescent Psychiatry,
Fifth Edition (2008). Publisher: Wiley-Blackwell
Gillberg, C. Harrington, R. & Steinhausen,
H-C. (Eds) (2006) ‘A Clinician’s handbook of child and adolescent
psychiatry’ (1.st edn) University Press Cambridge.
The Royal College of Psychiatrists' Faculty of the Psychiatry of
Learning Disability and the Leicestershire Partnership NHS Trust
have produced accessible information for people with mental health
problems and learning disabilities. All these materials have been
written and tested with people with learning disabilities and their
carers.
- Revised by the Royal College of
Psychiatrists’ Child and Family Public Education Editorial
Board.
- Series Editor: Dr Vasu Balaguru
- We are grateful thanks to Dr Lakshmiprabha
Ramasubramanian.
This leaflet reflects the best
possible evidence at the time of writing.
© March 2012. Due for review March 2014. Royal College
of Psychiatrists. This leaflet may be downloaded, printed out,
photocopied and distributed free of charge as long as the Royal
College of Psychiatrists is properly credited and no profit is
gained from its use. Permission to reproduce it in any other way
must be obtained from the Head
of Publications. The College does not allow reposting of its
leaflets on other sites, but allows them to be linked to
directly.
For a catalogue of public education materials
or copies of our leaflets contact: The Leaflet Department, The
Royal College of Psychiatrists, 17 Belgrave Square, London SW1X
8PG. Email: leaflets@rcpsych.ac.uk or tel:
020 7235 2351 ext. 6159.
The Royal College of Psychiatrists is a
charity registered in England and Wales (228636) and in Scotland
(SC038369).
Please note that we are unable to offer advice on individual cases. Please see our FAQ for advice on getting help.
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