Dyslexia; neurodiversity and co-occurring conditions

Neurodiversity includes a variety of specific learning difficulties (SpLDs), such as dyslexia. Research into the overlap between different SpLDs is revealing that these conditions often co-occur, and it is rare for individuals to experience a "pure" form of a single SpLD. Studies, such as those by Hulme and Snowling (2009), have shown that many learners experience a combination of overlapping challenges.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a neurodevelopmental disorder. It can affect social, academic or occupational functioning.

Common symptoms include:

• Inattention

• Lack of focus

• Poor time management

• Weak impulse control

• Emotional dysregulation

• Hyperfocus

• Hyperactivity

• Executive dysfunction

• Poor working memory

Individuals with ADHD can show considerable strengths alongside difficulties. These strengths may be associated with characteristics of ADHD such as the ability to hyperfocus, as well as increased creativity, imagination and problem solving.

For more information visit https://www.adhdfoundation.org.uk/

Autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them. (National Autistic Society)

People with Autism may communicate, interact, behave, and learn in ways that are different from most other people.

Autism is a spectrum disorder, which means that some people with Autism need a lot of support in their daily lives, whereas others need less.

For more information visit National Autistic Society

Autism Spectrum Disorder (ASD)

The SpLD that most often co-occur with dyslexia are:

• Attention Deficit Hyperactivity Disorder (ADHD)

• Autism Spectrum Disorder (ASD)

• Developmental Language Disorder (DLD)

• Developmental Coordination Disorder (DCD)

• Dyscalculia

What is neurodiversity?

Developmental Language Disorder (DLD)

Developmental Language Disorder (DLD) is a type of speech, language and communication need.

Children with DLD are usually as able as other children in all ways except for great difficulty talking and understanding language.

Children with DLD are often as clever as any other child of their age but they have difficulties with speech and language which cannot be explained by the presence of other conditions such as hearing impairment or autistic spectrum disorders.

A child can be diagnosed with DLD if their language difficulties:

• Are likely to carry on into adulthood

• Have a significant impact on progress at school, or on everyday life

• Are unlikely to catch up without help

Children are not usually diagnosed until after the age of 5 and until some therapy has been carried out to see if the difficulties resolve.

For more information visit Developmental Language Disorder (DLD) awareness - Speech and Language UK: Changing young lives

Developmental Coordination Disorder (DCD)

DCD also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination.

DCD does not affect intellectual ability.

Children may experience difficulties with self-care, writing, typing or riding a bike as well as other educational and recreational activities.

Many of these difficulties will continue into adulthood.

For more information visit Developmental co-ordination disorder (dyspraxia) in children - NHS (www.nhs.uk)

Visual Difficulties and Dyslexia

Many individuals with dyslexia may experience visual discomfort or disturbances when reading. While these symptoms often occur alongside dyslexia, they are not necessarily indicative of it. It is important to recognise that visual difficulties can contribute to reading challenges, but they require careful evaluation to ensure proper management.

Common symptoms that may impair reading or make it more tiring include:

• Headaches and eyestrain associated with reading or other close-up tasks

• Text appearing blurred or shifting in and out of focus

• Text seeming to alternate between single and double

• Difficulty keeping place in text or tracking across lines

• Discomfort with the brightness of the page or the contrast between text and background

Children may not be aware that they are experiencing these symptoms, as it may feel like a normal part of reading. For this reason, any child who struggles with reading should be assessed by an optometrist to rule out or address potential visual difficulties.

It is important to have these symptoms assessed by a qualified optometrist who can conduct a full evaluation of eye health and visual function. In some cases, the optometrist may recommend further assessment or treatment, such as a detailed evaluation of binocular vision or pattern-related visual stress. These issues may sometimes be alleviated with precision-coloured overlays or lenses.

While coloured overlays, tinted reading rulers, and other devices can be helpful in making reading more comfortable, they should not be the first line of support. A thorough professional assessment is essential to accurately diagnose and address any underlying visual issues. Only qualified, registered professionals should manage and treat visual difficulties to ensure the most effective outcomes.

Dyscalculia

Dyscalculia: Understanding Specific Learning Difficulties with Numbers

Dyscalculia is a specific and persistent difficulty in understanding and working with numbers. It is important to note that, like other learning difficulties, dyscalculia affects individuals in different ways.

Common Symptoms of Dyscalculia:

• Persistent difficulties with maths that have been present since early childhood

• Challenges with arithmetic, though geometry may not be as affected

• Greater difficulties with maths compared to subjects that do not involve numbers

• Lack of intuitive understanding of numbers and number concepts, such as the relationship between multiplication and repetitive addition

• Difficulty grasping how numbers relate to each other (e.g., understanding that 6 can be made from 5 + 1, double 3, or 4 + 2)

• Weak visual sense of the magnitude of numbers (e.g., difficulty estimating quantities)

• Struggling to make sensible references to numbers in context

• Difficulty with subitising, or quickly recognising how many items are in a set (such as the face of dice) without counting

• Heavy reliance on procedures that may not be fully understood (e.g., rote memorisation)

• High levels of anxiety related to maths

How Does Dyslexia Affect Maths Learning?

It’s important to distinguish dyscalculia from the difficulties that individuals with dyslexia may experience in maths. While both conditions can impact maths skills, the challenges faced by individuals with dyslexia tend to relate to other cognitive functions, such as memory and processing speed.

In dyslexia, difficulties with maths are often due to:

• Poor working memory, which affects the ability to hold information while solving maths problems

• Slow processing speed, making it harder to process mathematical information quickly

• Difficulty retrieving information from long-term memory, such as mathematical facts

As a result, individuals with dyslexia may experience:

• Challenges with specific areas of maths, such as fractions, decimals, long division, and multiplication

• Misunderstanding or confusion with mathematical terms and language

• Difficulty with sequencing and following maths procedures in the correct order

• Forgetting previously learned mathematical procedures quickly

While dyscalculia is a distinct condition related to number sense, dyslexia can still create significant barriers to learning maths. Understanding these differences can help guide the appropriate interventions and support for learners facing challenges with mathematics.

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