• Approaching a student that might have learning disorder
  
• Key indicators of learning disorder

 

Approaching a student that might have learning disorder

As a teacher, co-ordinator or manager, your role is to ensure that all your students are able to work to the best of their ability.

When you suspect a learning disorder, you need to approach the situation with as much diplomacy as possible. The student may not be aware that their issues are related to learning disorder. They may be relieved that you are taking an interest, or they may feel upset with what you are saying.

In many vocational education and training institutions, you will need to find a subtle way of referring the student to course support officers, learning officers or disability officers. In private providers, the teacher may have to play a more active role in advising the student.

It is not the role of teachers/trainers to diagnose students for learning disorder. An assessment is only something that can be undertaken by a psychologist. The student is responsible for making the arrangements, but your support would be greatly valued.

• Hold a discussion with other teachers to find out whether the student’s issues appear in other subject areas
• You (or a counsellor, or learning support officer, or other confidant) could hold an informal talk with your student to find out whether the issues are related to an environmental influence, boredom, a personal issue with the teacher/trainer, or habitually poor studying skills (use preliminary teacher learning disorder assessment chart as a guide)
• If the issues are one of those listed above, then modifying your teaching, or sending the student to study skill groups, student counsellors/psychologist etc would be of great value
• If you decide that your student might have learning disorder, then it is time for the next step

 

The next step

Each institution is different. You might need to alert your course program co-ordinator, disabilities officer, student welfare officer, curriculum manager, RTO (registered training organisation) manager or centre manager that you suspect learning disorder in a student. They might be able to advise you of the course of action.

There is great benefit to having a full learning disorder assessment. An assessment can guide your student towards the best support available for their particular needs.

However, costs for learning disorder assessment can be high, and this cost is solely the responsibility of the student. Have the student research a few options before committing.

 

Further information

• Preliminary learning disorder assessment chart
• Models of learning disorder assessment
• Learning disorder/difficulties assessment advice
• Australia wide support organisations for dyslexia
• Learning disability: screening and referral tool kits
• Costs and legal requirements of learning disorder assessment
 

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Key indicators of learning disorder

Individuals with learning disorder may present with one or more of the following:

Visual indicators – the student might struggle to:

• Remember faces, words, people’s names, order of letters or numbers (41 instead of 14)
• See the difference between similar objects (such as b and d)
• Find the place to write their name on an application form
• Follow a line on a page

Auditory indicators – the student might struggle to:

• Tell the difference between similar sounds or words – (seventeen and seventy)
• Sequence spoken information such as numbers lists, or directions
• Hear sounds over background noises
• Motor indicators – the student might struggle to:

Judge where to place things

• Co-ordinate things – will appear clumsy
• Follow a sequence of events

 

Further information

• Learning disorder and reading skills
• Learning disorder and writing skills