Recognising Diagnosis as an Opportunity and Understanding Learning Preferences
Introduction
Sinta Ebersohn, from Get Up and Grow, and myself, discussed learning disabilities for Learning Disability Week. The talk culminated in recognising diagnosis as an opportunity and observing the language used in this space. Taking a deeper look into learning preferences and the value of appropriate support this interview opened up a very candid conversation, which also sparked this blog.
The Importance of Diagnosis
Understanding Diagnosis
A diagnosis is the process of identifying a disease, condition, or injury based on an individual’s signs and symptoms, medical history, physical examination, and psychometric or diagnostic assessments. It involves determining the nature and cause of the health issue, which guides appropriate treatment and management. A diagnosis provides a clear understanding of the individual’s health and provides direction for the appropriate support and care.
A learning disability diagnosis specifically identifies difficulties in learning and using academic skills, such as reading, writing, or mathematics. These disabilities are neurologically based and can significantly impact a child’s academic performance and everyday functioning, for example, Dyslexia, Dyscalculia, Dyspraxia, and Dysgraphia.
Diagnosis, such as Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD), involve broader developmental, behavioural, and functioning patterns. Autism is characterised by challenges in social interaction, communication, and repetitive behaviours, while ADHD involves persistent patterns of inattention, hyperactivity, and impulsivity. However, neither should be limited to or characterised by these criteria only. Both diagnoses have complex and deep influences and characteristics that exist within each individual, and vary vastly from one individual to another.
The key difference between a learning diagnosis and a ‘functioning’ diagnosis lies in their scopes: learning disabilities primarily affect specific academic performance skills, whereas Autism and ADHD impact broader aspects of behaviour, function, and development. While they can co-occur, each requires distinct diagnostic criteria and intervention strategies.
Common Misconceptions and Fears associated with Diagnosis
A diagnosis is a double-edged sword, accompanied by misconceptions that lead to fear and stigma rather than being seen as an opportunity for growth and learning. One common misconception is that a diagnosis defines a person’s entire identity, overshadowing their strengths and potential. This can lead to a fixed mindset where individuals and their families believe the diagnosis limits future possibilities.
Additionally, a diagnosis can lead to labelling, which is problematic because it can result in negative stereotypes and discrimination. Labels like “learning disabled” or “autistic” can cause others to make assumptions about a person’s abilities and potential, often leading to lower expectations and reduced opportunities. This can impact self-confidence and limit personal growth, as individuals may internalise these labels and believe they are incapable of achieving certain goals.
It is important to distinguish between a diagnosis, which identifies the root cause, versus a label, which is a negative connotation or branding of poor characteristics or traits to an individual due to their diagnosis. Labelling should be avoided and is not beneficial to the individual or within society.
Diagnosis as an Opportunity
When approached with an appropriate and proactive perspective, a diagnosis can be empowering. It provides a clearer understanding of an individual’s challenges and strengths, guiding tailored interventions and support. By focusing on abilities rather than limitations, a diagnosis can be a starting point for personal development, allowing individuals to leverage their unique qualities and grow in meaningful ways as well as garner the correct support to assist with their challenges. It is vital to use strengths to address challenges.
How a Diagnosis can Provide Clarity and Direction
A diagnosis offers clarity and direction by providing a clear understanding of an individual’s condition, which is essential for effective treatment and support. A diagnosis identifies the specific nature and cause of a person’s symptoms, replacing uncertainty with a clear explanation. This understanding helps individuals and their families make sense of their experiences. Understanding experiences and the roots of these means the appropriate support can be identified.
Service providers, from healthcare to learning, can develop targeted support plans and interventions. This ensures that the individual receives appropriate therapies, medications, services, or educational support tailored to their specific needs. Specialised resources and support services, such as therapy, counselling, educational accommodations, and community programs become accessible. This helps individuals manage their condition more effectively and enhances their quality of life.
The ability to lead a functional life due to the clarity from a diagnosis enables setting realistic and achievable goals. It allows individuals to focus on strengths and work on areas that need improvement, fostering personal growth and development. Understanding one’s current capabilities reduces anxiety as an individual also knows the exact nature of a condition and fear associated with the unknown is released. It provides a framework for understanding what to expect and how to handle challenges, leading to contentment.
Essentially, a diagnosis offers a roadmap for navigating a condition, equipping individuals with the knowledge and tools needed to lead a functional, engaging and fulfilling life.
Learning Preferences
Definition and Value of Learning Preferences
Learning preferences refer to the various ways individuals prefer to receive, process, and retain information. Learning preferences are valuable because an individual’s ability to retain knowledge and learn is crucial to their well-being and progress. Without the ability to retain previous or new knowledge, learning new skills becomes impossible. By understanding and utilising one’s unique learning preferences, individuals can enhance their capacity to retain information, facilitating continuous growth and development. Learning in ways that align with personal preferences significantly boosts knowledge retention, ultimately equipping individuals to grow and thrive.
Identifying Learning Preferences
Observation: The individual, their teachers/mentors and parents can observe how individuals interact with different types of content. For example, some may show a preference for diagrams, charts, lectures, discussions, videos, and/or practical activities.
Self-Assessment: Individuals can reflect on their past learning experiences to identify which methods have been most effective for them. Tools like questionnaires and surveys can also help in this self-assessment.
Trial and Error: Experimenting with different learning activities and materials can help determine which methods resonate most with the individual. This process involves trying out various techniques and noting which ones lead to better understanding and retention.
Why Visual, Auditory, and Kinesthetic (VA(R)K) Is Not Beneficial
The VA(R)K model, which categorises learners strictly into visual, auditory, and kinesthetic types, is overly simplistic and can be limiting. It tends to oversimplify learning and does not capture the complexity of how people learn. Learning preferences are multifaceted and influenced by cognitive, emotional, and environmental factors. The limited perspective means a fixed mindset is created and individuals are labelled as visual, auditory, or kinesthetic, resulting in other effective learning strategies not being applied, limiting growth and adaptation. Furthermore, there is a lack of evidence supporting the effectiveness of VA(R)K. Effective teaching and learning often integrate multiple modalities. ,
Looking at Learning Preferences from a Broader Scope
Cognitive Styles: Some learners prefer logical, analytical approaches, while others thrive with creative, holistic methods.
Environmental Factors: Factors, such as lighting, noise levels, and seating arrangements can influence learning effectiveness.
Social Preferences: Some learners excel in group settings and collaborative activities, while others prefer solitary study.
Pacing and Timing: Individual preferences for the speed of learning and the time of day when they learn best can also play a significant role.
Incorporating a variety of teaching and learning methods and materials to accommodate these diverse preferences can create a more inclusive and effective learning environment, fostering better engagement and understanding for all learners. This holistic approach recognises the full spectrum of learning preferences and addresses the individual needs of each learner.
Strategies for Discovering Learning Preferences: Tips and tools for self-assessment
Cognitive Styles
Technique: Observe Problem-Solving Approaches
Tool: Cognitive Style Inventory
Social Preferences
Technique: Monitor Group vs. Solo Activities
Tool: Social Interaction Survey
Environmental Factors
Technique: Experiment with Different Study Environments
Tool: Environmental Preferences Checklist
Pacing and Timing
Technique: Track Learning Efficiency at Different Times of the Day
Tool: Learning Schedule Diary
Motivation and Interests
Technique: Assess Engagement with Various Subjects
Tool: Interest Inventory
Technological Preferences
Technique: Evaluate Responses to Digital Learning
Tool: Technology Use Questionnaire
Emotional Responses
Technique: Observe Emotional Reactions to Learning Challenges
Tool: Emotional Awareness Screenings and Observations
Feedback and Reinforcement
Technique: Test Different Feedback Methods (Immediate vs. Delayed)
Tool: Feedback Preference Survey
Learning Strategy Preferences
Technique: Analyse Preferred Study Techniques (Mind Maps, Lists, Summaries)
Tool: Learning Strategy Inventory
Role of educators and parents in identifying learning preferences
Teachers, parents, and other professionals play a crucial role in helping learners understand their unique learning preferences by fostering an environment that embraces diverse methods and techniques. Moving beyond the simplistic VA(R)K model and the notion of a single learning preference, these key figures can guide learners in exploring a variety of approaches to identify their strengths. By observing learners’ responses to different activities, facilitating self-assessment, and encouraging experimentation with varied learning strategies, they help learners discover what works best for them. This comprehensive support not only enhances learners’ engagement and retention but also empowers them to leverage their strengths, promoting a more effective and personalised learning experience.
Understanding Learning , Processing, and Neurological Differences
Learning Differences
Learning difference affects how a person learns and this impacts the way a person learns new things. Their brains are wired uniquely and differently, this impacts how they learn and can impede certain learning areas.
Dyslexia: Challenges with reading, writing, written comprehension, and language processing
Dysgraphia: Difficulties with writing, spelling, and organising thoughts on paper
Dyscalculia: Struggles with maths concepts and numerical reasoning
Dyspraxia: Issues with motor coordination and planning
Functioning Differences
ADHD: Attention deficit hyperactivity disorder, its impact on focus and behaviour
Autism: Spectrum disorder affecting communication, social skills, and behaviour
Processing Differences:
Auditory Processing: affects how sounds are received (input)
Sensory Processing: over-responsiveness to sensory input
Visual Processing: affects how pictures are seen or shaped (input)
Motor Processing: affects movement speeds and reactions
Processing Speed: the fluency with which the brain receives, understands and responds to information (input and output reaction times)
It is absolutely essential that your child or you receive a correct and appropriate diagnosis. It is vital that they are referred to a specialist who can diagnose effectively and accurately. Such a professional will collaborate with an intervention team to provide the best possible support for your child or yourself, ensuring comprehensive care and tailored interventions.
The Importance of Referrals
Referrals matter significantly because they facilitate the early identification of learning, functioning, and processing differences, which is crucial for effective support. When children are referred to specialists, it enables timely and accurate diagnosis, providing the first step in understanding their unique needs. Prompt referrals ensure that children receive necessary interventions as early as possible, significantly enhancing their development and learning outcomes. Recognising a diagnosis as an opportunity allows for the implementation of tailored interventions and support systems. This proactive approach efficiently addresses challenges and promotes the child’s overall well-being and academic success. It is important to remember that professionals have different scopes and this is why a referral network or multidisciplinary team is vital to the success of true support and intervention.
Process of Getting Referrals
The process of obtaining a referral for an educational or psychological assessment begins with some foundational steps. Initially, it is essential to conduct basic evaluations such as eye tests, hearing tests, and assessments of reading, comprehension, and mathematics skills. These preliminary tests or screenings help rule out any physical or sensory issues that might affect learning and functioning.
Visiting your GP for routine check-ups and connecting with primary care services that focus on holistic and whole-person growth is crucial. Your GP can provide referrals to specialists and your primary level care professional can provide direction and guidance to the areas or scopes of various professionals who would be a suitable referral. This approach ensures that all aspects of the child’s or your well-being are considered.
Teachers and parents play a pivotal role in this process. They are often the first to notice any difficulties a child may be experiencing. Teachers can provide valuable insights and observations about a child’s performance and behaviour in the classroom. Parents can share their concerns and experiences at home, providing a fuller picture of the child’s needs.
Healthcare professionals are also integral. They can conduct more in-depth assessments and collaborate with educators and parents to develop a comprehensive support plan. Together, these steps and collaborations ensure that referrals lead to timely and appropriate interventions, supporting the child’s or your overall development and success.
Benefits of Professional Assessment
Professional assessments offer numerous benefits by providing a detailed understanding of an individual’s unique needs. These comprehensive evaluations delve into various aspects of a person’s cognitive, emotional, and social functioning, allowing specialists to identify specific strengths and areas requiring support. This in-depth insight facilitates the development of tailored intervention plans that address the precise needs of the individual. Additionally, professional assessments grant access to specialised resources and support systems, including therapies, educational accommodations, and assistive technologies. These targeted resources enable individuals to overcome challenges more effectively, promoting their overall well-being and enhancing their ability to achieve their full potential.
Understanding Some of the Professional Scopes
Audiologists – hearing
Optometrists – sight
Occupational Therapists – environment and occupational assistance | sensory development
Physiotherapist – neurological, movement and physical support
Speech Therapist – speech, mouth development, swallowing, eating
Language Therapist – language development (comprehension and expression)
Registered Counsellor – pathology mental health
Wellness Counsellor – salutogenic mental health and primary level care
Psychologist – diagnostic and therapeutic treatments
Psychiatrist – diagnostics, primarily medicinal treatments but also focuses on therapeutic treatments
Please note, that these are very short descriptions of the above professionals and these do not limit their scopes or professional training to these categories, but rather help parents and individuals to find the correct support for their needs. Many professionals specialise further in their areas and can enhance their scope and specialities.
Conclusion
The discussion with Sinta Ebersohn during Learning Disability Week highlighted a critical perspective: recognising diagnosis not as a label or limitation, but as an opportunity for growth and understanding. Diagnosing learning disabilities or broader developmental conditions such as ADHD and Autism Spectrum Disorder is an essential step in providing the appropriate support and interventions that can significantly enhance an individual’s quality of life.
A diagnosis offers clarity and direction, replacing uncertainty with a clear understanding of an individual’s unique challenges and strengths. This understanding allows for the development of targeted support plans, ensuring that individuals receive the specific therapies, educational accommodations, and resources they need to thrive. Moreover, it helps set realistic goals and fosters personal growth by focusing on abilities rather than limitations.
Understanding learning preferences is equally vital. By recognising and catering to individual learning preferences, educators and parents can create more effective and personalised learning environments. Moving beyond simplistic models like VA(R)K, it’s important to consider a broad spectrum of factors including cognitive styles, environmental influences, and social preferences. This holistic approach not only enhances engagement and retention but also empowers learners to leverage their strengths and navigate their unique learning journeys.
Ignoring these aspects would be a significant loss. Without appropriate diagnosis and understanding of learning preferences, individuals may face unnecessary challenges, and their potential may remain untapped. Therefore, embracing diagnosis as a tool for empowerment and tailoring education to meet individual learning preferences should be integral to our approach in supporting those with learning differences.
In essence, the journey from diagnosis to understanding learning preferences is about unlocking potential, fostering growth, and ensuring that every individual has the opportunity to achieve their fullest capabilities. This approach is not just beneficial but essential for creating inclusive and supportive learning environments.
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Keep an eye out for my upcoming blog about leveraging diagnosis and learning preferences, and overcoming learning challenges, through discipline, motivation, and encouragement.
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