Our Erasmus+ project Entreled brings together organizations from Lithuania, Greece, Italy, and Spain. Its goal is to empower VET learners facing learning difficulties by enhancing their competencies and skills in the field of Circular Economy. By creating a tailored collection of digital games, methodologies for skill enhancement, and an online training platform for VET teachers, the project aims to foster entrepreneurial skills within the circular economy, exchange experiences and best practices, establish partnerships and networks, and investigate the potential of digitalization and sustainability within the sector. But what does Learning Difficulties mean?
Learning difficulties encompass a diverse range of disorders that hinder an individual’s ability to communicate and learn effectively. Coined in 1963 by Samuel Kirk, the term “learning difficulties” highlights the disparity between a person’s apparent learning capabilities and their actual performance. Since its inception, various definitions have emerged, reflecting evolving understandings of these challenges.
According to a widely accepted definition, learning difficulties refer to a heterogeneous group of disorders characterized by significant difficulties in acquiring and utilizing listening, speaking, reading, writing, reasoning, or mathematical skills. These intrinsic disorders are presumed to stem from central nervous system dysfunction and may persist throughout an individual’s life. While learning difficulties may coexist with other conditions or influences, they are not directly caused by them.
Learning difficulties can be categorized into three main types:
- Speech and Language Difficulties: These encompass challenges in oral speech production and comprehension, including articulation, expression, and understanding spoken language.
- Written Language Difficulties: This category involves struggles with decoding written language, spelling, and written expression. Dyslexia, a well-known specific learning difficulty, falls under this category.
- Mathematical Language Difficulties: Individuals with this type of learning disability may face issues with recognizing numbers and mathematical symbols, memorizing arithmetic facts, understanding abstract mathematical concepts, and solving mathematical problems.
Beyond these categories, there are other difficulties that significantly impact learning, such as visual-motor disorders.
Despite increased awareness, several myths persist about learning difficulties, leading to misconceptions and hindering effective support:
- People with learning difficulties have low IQ: Contrary to this belief, individuals with learning difficulties typically have normal or high IQ scores, similar to neurotypical individuals.
- People with learning difficulties cannot learn: This myth overlooks the fact that individuals with learning difficulties can indeed learn, often through alternative teaching methods tailored to their needs.
- Learning difficulties can be cured: While there is ongoing research to improve management strategies, learning difficulties are considered continuous and permanent conditions. However, individuals can learn to manage them effectively, reducing their impact on daily life.
In conclusion, understanding the categories and dispelling myths surrounding learning difficulties is crucial for providing appropriate support and fostering inclusivity in education and society. By recognizing the diverse nature of these challenges and embracing evidence-based strategies, we can empower individuals with learning difficulties to reach their full potential.
