Specific Learning Difficulties (SLDs) are lifelong differences in how the brain processes information. They can affect reading, writing, spelling, maths, organisation, memory or the speed of learning. SLDs are not linked to intelligence. With the right supports and course design, learners with SLDs can succeed in VET.
Common types of SLDs include:
- Dyslexia – affects reading and spelling
- Dysgraphia – affects handwriting and written work
- Dyscalculia – affects understanding numbers, time and maths concepts
- Language processing difficulties.
Many learners may not have a formal diagnosis. Good teaching focuses on understanding what supports each learner needs to succeed.
Why SLD awareness matters in VET
VET learners come from a wide range of backgrounds. For some learners, SLDs can affect how they:
- take in and understand information
- read or interpret assessments
- remember instructions
- manage time or steps in a task
- show what they know in writing.
By using inclusive strategies that support all learners, VET educators can:
- reduce barriers to learning and assessment
- help learners show their skills with confidence
- improve course completion rates
- create learning environments that are clear, supportive and predictable
- strengthen equity and inclusion.
Key terms and concepts
A lifelong difference in how a person processes information. Intelligence is not affected.
How quickly a learner understands and uses information. Slower processing speed can affect reading, writing, maths and response time.
The ability to hold and use information for short periods. Difficulties can affect following instructions, note‑taking and multi‑step tasks.
The skills needed to read and understand written words. This is often an area of difficulty for learners with dyslexia.
Skills used for planning, organising, prioritising and starting tasks. These skills may present different for Autistic learners, ADHD and SLD learners.
Changes made by education providers to remove barriers so students with disability can access learning and assessment on the same basis as others. These adjustments are required under the Disability Standards for Education (2005).
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