SUPPORTING STUDENTS WITH

LEARNING DIFFICULTIES IN THE

CLASSROOM
A SEND CPD
 INTRODUCTION
• Learning difficulties encompass a wide range of challenges
that can affect students' ability to access and engage with the
curriculum.
• These difficulties might manifest in areas such as reading,
writing, math, attention, or social interaction.
• As educators, it is essential to develop an understanding of
these challenges and implement strategies that can support all
students, regardless of their individual needs.
MARCH 3- DYSCALCULIA
AWARENESS DAY
 CHARACTERISTICS OF DYSCALCULIA
DIFFICULTIES WITH:
• Understanding some math concepts such as fractions and percentages.
• Number sense including comparing the values of numbers.
• Remembering how to do a calculation or follow a procedure.
• Mathematical language and word problems.
• Sequencing and pattern spotting.
• Short term, working and long term memory.
• Automatic retrieval of information such as times tables.
• Using strategies such as finger counting.
• Explaining what they are doing.
• Slow processing and information retrieval.
• Math anxiety.
CASE SCENARIO 1: DIFFICULTY WITH MATH (DYSCALCULIA)

STUDENT PROFILE:

Mark, a 10-year-old student in 5th grade, has persistent difficulty

understanding mathematical concepts such as basic operations,
fractions, and problem-solving. He becomes frustrated easily and
avoids math tasks.
 SUPPORT STRATEGIES
• Use concrete manipulatives: provide hands-on tools (E.g., Base-ten blocks, number
lines, fraction bars) to help mark visualize math concepts.
• Simplify instructions: break math problems down into smaller, more manageable
steps. Use clear, simple language and give frequent check-ins to ensure understanding.
• More time: Prioritize and praise correct answers over quick ones. Emphasize less on
time and speed
• Incorporate technology: use educational apps and games that reinforce math
concepts in an interactive way. Gamify! Apply!
• Use visual aids: incorporate diagrams, charts, math word walls and visual step-by-
step guides to help mark conceptualize problems.
• Offer real-life applications: relate math problems to real-world scenarios that are
relevant to mark’s life to make the content more engaging and practical.
 SUPPORT STRATEGIES
• Targeted numeracy Intervention to explicitly teach math strategies.
• Teach how to and allow the students to make use of aids e.g. Calculator, Charts,
Manipulatives etc.
• Explore and use various methods.
• Get hands-on! Manipulate!
 CASE SCENARIO 2

STUDENT PROFILE:
Sarah, an 8-year-old student in 3rd grade, has difficulty decoding,
and spelling words and often reverses letters (b/d confusion). She
struggles with reading fluency and comprehension, despite being
given extra time for reading tasks.
 SUPPORT STRATEGIES
• Use multisensory teaching methods: integrate visual, auditory, and kinesthetic
elements in lessons. For example, highlighting text can help Sarah focus on specific words.
• Differentiated tasks including Keyword banks.
• Audio books and reading software: allow Sarah to listen to books while following along
in the text to improve comprehension. Adopt Immersive reader on student notes.
• Break reading tasks into manageable chunks: instead of assigning long reading
passages, divide the text into smaller sections. Give Sarah time to process and discuss
each segment.
• Phonics-based interventions: implement a structured phonics program that focuses on
letter-sound relationships.
• Peer tutoring: pair Sarah with a student who excels in reading for regular Collaborative
reading sessions.
• Implement explicit instruction in reading fluency and comprehension strategies for
intervention.
 CASE SCENARIO 3: ATTENTION AND FOCUS ISSUES (ADHD)

STUDENT PROFILE:

Lucas, a 12-year-old student in 7th grade, has difficulty staying

focused during lessons, especially when working independently.
He often gets distracted by noises in the classroom or by his own
thoughts, leading to incomplete work and poor task performance.
 SUPPORT STRATEGIES
• Seating arrangements: seat Lucas away from distractions and close to the
teacher, so he can be monitored and encouraged to stay on task.
• Provide clear and structured routines: create a predictable schedule with
visual time-tables and timers so Lucas knows what to expect, when and for h.
• Frequent breaks: implement short, frequent breaks between tasks to help
Lucas refocus. For example, allow him to take a 5-minute break after 20 minutes
of work.
• Use positive reinforcement: reinforce Lucas’ efforts with praise or small
rewards when he stays focused and completes tasks.
• Task lists: give Lucas a visual task list with clear steps to help him stay on track.
Encourage him to check off items as he completes them.
• Offer digital tools such as task managers or reminders to help with organization.
CASE SCENARIO 4: LANGUAGE AND COMMUNICATION
CHALLENGES (SPEECH AND LANGUAGE IMPAIRMENT)

STUDENT PROFILE:

Ava, a 16-year-old student in 10th grade, struggles with

expressive language skills. She has difficulty articulating her
thoughts clearly and often finds it challenging to follow spoken
instructions or engage in group discussions.
 SUPPORT STRATEGIES
• Provide written instructions: offer both verbal and written instructions for
assignments and tasks. This will help ava follow along more easily.
• Use visual aids and graphic organizers: provide visual aids such as mind maps
or sentence starters to help ava organize her thoughts before speaking or writing.
• Encourage peer support: pair ava with a peer who can support her during group
work or discussions, offering gentle prompts and encouragement.
• Use alternative forms of communication: allow Ava to submit assignments in
alternative formats (e.g., Audio recordings or video presentations) if she struggles
with written work.
• Allow extra time for oral presentations: if verbal communication is a challenge,
give ava more time to prepare or offer opportunities to present in a one-on-one
setting rather than in front of the whole class.
• Involve speech-language therapists where possible and make accommodations in
class discussions and group projects to ensure ava can participate meaningfully.
 CASE SCENARIO 5: SOCIAL INTERACTION AND BEHAVIORAL
CHALLENGES (E.G AUTISM SPECTRUM DISORDER)

STUDENT PROFILE:

• Ethan, a 4-year-old student in Nursery, has autism spectrum

disorder (ASD). He struggles with social interactions, often
misinterpreting social cues and finding it difficult to engage with
peers. Ethan’s behavior can become disruptive when he feels
overwhelmed or frustrated.
 SUPPORT STRATEGIES
• Use clear and direct communication: avoid ambiguity in instructions and social
expectations. Ethan benefits from clear, step-by-step guidance.
• Implement social stories: use social stories to help Ethan understand social
situations and appropriate responses. These can be tailored to specific interactions or
events in the classroom.
• Create a calm space: set up a designated quiet area in the classroom where Ethan
can go to calm down if he feels overstimulated or anxious.
• Foster peer relationships: encourage structured social interactions with peers,
such as buddy systems or small group activities, to help Ethan build social skills in a
supportive environment.
• Monitor sensory needs: be mindful of sensory triggers (E.g., Noise, lighting) that
may cause discomfort. Provide noise-canceling headphones or fidget tools if needed.
• Focus on independence and social skills development. Ensure Ethan has access to
support staff (E.g., A teaching assistant or counselor) who can help him navigate
complex social dynamics.
 CONCLUSION

ACTION POINTS:

• Reflect on the individual needs of students in your class and

identify potential learning difficulties.
• Review and adapt your teaching strategies to ensure they are
inclusive.
• Collaborate with colleagues, special education staff, and parents
to build a network of support for students.
• Continuously assess the effectiveness of the strategies you
implement and adjust accordingly.