Understanding Learning Problems as a Neurodiverse Condition and Effective Interventions

Introduction

Neurodiversity conceptualises that variations in the human brain regarding sociability, learning, attention, mood, and other cognitive functions are normal. Within this spectrum, learning problems emerge as a key area of concern, affecting individuals in different ways. Understanding these challenges as a neurodiverse condition allows for more inclusive, supportive, and effective interventions that accommodate diverse learning styles rather than focusing solely on deficits.

What Are Learning Problems?

Learning problems refer to difficulties in acquiring knowledge and skills at a pace comparable to peers. These challenges are not due to lack of intelligence or effort but are often linked to neurological differences. Learning problems is a worldwide phenomenon, prevalent in all cultures, races and throughout the economic social spectrum. About 7% of all learners experience a form of learning problems. It can thus be estimated that in a school of about 800 learners approximately 56 learners may experience learning problems. About 50% of learners with a learning problem also tend to have problems with attention.

 Common learning difficulties include:

• Dyslexia – A reading disorder that affects word recognition, spelling, and decoding abilities.
• Dyscalculia – Challenges in understanding numbers, mathematical reasoning, and calculations.
• Dysgraphia – Difficulties with writing, handwriting, and organising thoughts on paper.
• Attention-Deficit/Hyperactivity Disorder (ADHD) – A condition affecting attention, impulse control, and executive functioning.
• Auditory Processing Disorder (APD) – Difficulty in processing and understanding spoken information.

The Neurodiversity Perspective

The neurodiversity approach promotes the idea that brain differences should not be viewed as deficits but as variations in the way people experience and interact with the world. Recognising learning problems as part of neurodiversity shifts the focus from “fixing” individuals to providing tailored support that maximises their potential.

Effective Interventions for Learning Problems

Interventions should be designed to leverage individual strengths while addressing challenges. The following strategies and supports have proven effective:

1. Educational Interventions

• Multisensory Learning Approaches: Engaging multiple senses (visual, auditory, kinaesthetic) helps in reinforcing learning, particularly for dyslexic learners.
• Assistive Technology: Tools such as speech-to-text software, audiobooks, and specialised reading programs support learning accessibility.
• Individualised Support Plans (ISPs): Personalised learning strategies within school systems ensure tailored support for learners with learning difficulties.

2. Behavioural and Cognitive Strategies

• Structured Routines: Predictable schedules help individuals with learning difficulties and executive function challenges manage tasks effectively.
• Mindfulness and Focus Training: Techniques such as meditation and structured breaks improve concentration and self-regulation.
• Chunking Information: Breaking complex information into smaller, manageable sections enhances retention and comprehension.

3. Environmental Modifications

• Flexible Learning Environments: Providing options such as quiet workspaces, movement breaks, and alternative seating arrangements supports diverse learning needs.
• Clear and Explicit Instructions: Using step-by-step guidance and visual aids enhances understanding.
• Reducing Sensory Overload: Minimising noise, distractions, and unnecessary stimuli improves focus and comfort.

4. Parental and Community Support

• Parental Training and Involvement: Educating parents on effective support strategies empowers families to advocate for their children.
• Peer Support Groups: Connecting individuals with similar experiences fosters a sense of belonging and shared learning.
• Community Awareness Programs: Increasing public knowledge about neurodiversity promotes acceptance and reduces stigma.

5. Medical and Therapeutic Support

• Speech and Language Therapy: Supports children with language processing disorders and communication difficulties.
• Occupational Therapy: Helps with motor skills, coordination, and sensory integration for learners with dysgraphia and other challenges.
• Medication (if necessary): In cases of severe ADHD, medication may be prescribed to support attention and impulse control.

Early signs of Learning Problems (5 symptoms are indicative)
Pre-school – 9 years (Grade R until Grade 3)

• Difficulty in mastering writing skills
• Struggles with reading and sounding
• Reversal often occurs – numerals 2,3,5,7 or 12; Letters b/d/p, m/n/v/w/u, t/j/f
• Switching letters in words for example no/on, blue/bleu
• Incorrect direction when writing letters and numbers (formation), for example starts b/7 from the bottom
• Difficulty with right/left discrimination
• Size of letters differs, and confusion exists with capital/small letters
• Spatial organisation of written work is weak for example learner skip lines, spacing is poor/starts writing away from the margin
• Perseveration/cannot start working without repeating for example m m ma ma man
• Motor planning problems-once the learner has started, he or she cannot stop
• Does not leave spaces between words or writes one sentence into another
• Attention difficulties
• Problems with sequence learning for example counting in 2’s/3’s, days of the week etcetera
• Difficulty with word and sentence construction
• Struggles with ball handling, hopping, criss-cross and crossing of the midline during writing activities
• Low frustration threshold, often fights with others
• Difficulties with spider sums
• Emotional insecurity
• Psycho-somatic symptoms for example does not want to go to school due to headache, stomachache, nausea and dizziness
• Has little motivation or perseverance

Conclusion

Recognising learning problems as a neurodiverse condition fosters an inclusive society that values cognitive diversity. By implementing tailored interventions, we can create educational and social environments that empower neurodivergent individuals to thrive. The key lies in shifting our approach from deficit-based thinking to one of support, adaptation, and appreciation of diverse ways of learning and thinking. Early identification is crucial. In our next article, we will be discussing the different types of accommodations one can apply for to help learners with learning difficulties to reach their full potential. For a more detailed look into the services of a professional that works with learning difficulties, click here to view the website of Elizabeth Bezuidenhout, a seasoned educational psychologist and wellness practitioner based on the West Rand, on the border of Roodepoort and Krugersdorp.