ABSTRACT
This chapter identifies deficits common to many specific learning difficulties. It looks at the impact of these common deficits on the core activities of teaching and learning. The chapter goes on to make links between the deficits, classroom performance and teaching strategies to provide the reader with a template for action, monitoring and review of individual needs. Given the facts about co-morbidity, it is worth noting that the process of sorting and recording pupils in a single specific category, derived from the categories in the Special Educational Needs and Disability Code of Practice: 0–25 years, is likely to represent an oversimplification and a best-fit judgement about 'primary' need. Speech and Language Therapists can offer a forensic investigation of expressive and receptive language skills. An Occupational Therapy referral may be made to assess any delay or difficulty in a child's fine and gross motor skills, visual perception or sensory integration affecting their participation, achievement and enjoyment of school.
