Specific Learning Difficulties

What Are Specific Learning Difficulties (SpLDs)?

Specific Learning Difficulties (SpLDs) is the umbrella term used in UK education and assessment practice for a group of neurodevelopmental conditions that affect particular aspects of learning. Unlike general learning difficulties, SpLDs occur across all levels of intellectual ability. A pupil with a specific learning difficulty may perform well in many areas while experiencing significant and persistent challenges in others.

In the UK, the SpLD Assessment Standards Committee (SASC) sets the standards for the assessment and identification of SpLDs. SASC recognises the following as specific learning difficulties:

Dyslexia - A set of processing difficulties that affect the acquisition of reading and spelling. The most commonly observed cognitive impairment is a phonological processing difficulty (Carroll et al., 2024 Delphi consensus).
Dyscalculia - A specific and persistent difficulty in understanding numbers, which can lead to a diverse range of difficulties with mathematics (SASC, 2025).
Developmental Coordination Disorder (DCD / Dyspraxia) - A neurodevelopmental condition affecting motor coordination, recognised in both DSM-5 and ICD-11. The term "dyspraxia" remains widely used in the UK.
Dysgraphia - A specific difficulty with the physical act of writing and with organising and expressing thoughts in written form. It can affect handwriting, spelling and the ability to compose text.

Other conditions that may fall under the SpLD umbrella in some frameworks include difficulties with auditory processing and visual processing.

Co-occurrence: The Rule, Not the Exception

Important: Research consistently shows that co-occurrence between SpLDs is common. Having one specific learning difficulty significantly increases the likelihood of having another. For example, a pupil identified with dyslexia may also have dyscalculia, DCD, or both. Approaching each pupil as an individual, rather than focusing on a single diagnostic label, is essential for effective support.

Co-occurrence also extends beyond the SpLD category. SpLDs frequently co-occur with ADHD and with autism spectrum condition. This means that assessments should consider the full range of a pupil's needs rather than stopping at a single identification.

In practice, this means that schools should avoid siloed approaches to support. A pupil's individual profile of strengths and difficulties will cut across traditional categories, and support plans should reflect this.

General Strategies for Teachers

While each SpLD has its own specific characteristics (see the individual pages for detailed strategies), the following principles apply across all specific learning difficulties:

Making Learning Accessible

Use multi-sensory teaching approaches that combine visual, auditory and kinaesthetic learning
Provide information in multiple formats, including written text, diagrams, audio and video
Keep instructions clear, concise and well-sequenced, limiting them to one or two steps at a time
Offer alternative methods for recording learning, such as mind maps, audio recording, diagrams and use of technology
Allow additional processing and completion time

Supporting Organisation and Memory

Provide visual timetables, task lists and checklists
Pre-teach key vocabulary and concepts before introducing new topics
Build in regular opportunities for repetition and over-learning
Use graphic organisers and writing frames to support the structuring of ideas
Provide reference tools such as word banks, number lines and worked examples

Building Confidence and Self-Esteem

Maintain high expectations while ensuring targets are realistic and achievable
Recognise and celebrate strengths; pupils with SpLDs often have notable abilities in creative thinking, problem-solving, verbal reasoning or practical skills
Give specific, positive feedback that highlights effort and strategy use
Discuss preferred learning approaches with the pupil and incorporate their views into planning
Create a classroom culture where mistakes are valued as part of learning, reducing anxiety around areas of difficulty

How Teaching Assistants Can Help

Teaching assistants play a vital role in supporting pupils with SpLDs. The emphasis should always be on developing independence rather than creating reliance.

Pre-teach vocabulary and key ideas before lessons so the pupil can participate more confidently
Break complex tasks into smaller, manageable steps and check understanding at each stage
Prompt the pupil to use their own strategies and reference tools rather than providing answers
Support the development of self-monitoring skills, such as checking work against success criteria
Help the pupil organise themselves, their equipment and their time, gradually withdrawing support as routines become established
Use assistive technology to reduce barriers, including text-to-speech, speech-to-text, spell checkers and digital organisers
Adapt resources to make them accessible, such as simplifying language, enlarging text or providing visual supports
Communicate regularly with the class teacher about what is working well and where additional adjustments may be needed

Assessment and Identification

In the UK, SASC sets the professional standards for SpLD assessment. Assessments should be carried out by appropriately qualified professionals, including specialist teachers with a SASC-approved Assessment Practising Certificate or educational psychologists.

Schools should use the graduated approach (assess, plan, do, review) to identify pupils who may have an SpLD, monitoring their response to quality-first teaching and targeted intervention before seeking formal assessment. Early identification and support make a significant difference to outcomes.