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“It’s nice to have these children getting some extra help. They’re the ones I call the limbo kids; they sort of get left behind.”
Teacher
Australian data suggests that up to 20% of students at school will have specific learning disabilities or general learning difficulties. This equates to one in every five students and at least five in every regular classroom. These rates appear to be mirrored in New Zealand.
More boys than girls are identified as having difficulty learning, although recent studies suggest that as many girls may have the condition but remain unidentified.
A learning difficulty or disability can occur for a variety of reasons.
Sometimes a child has a learning disability that can be diagnosed and can result in difficulties in listening, speaking, reading, writing, reasoning and/or mathematical abilities that interfere with their academic achievement. These difficulties can occur despite normal or even above-average intelligence and can range from mild to severe.
Sometimes learning problems are difficult to diagnose and a child struggles at school for no clear reason. Assessments can pinpoint learning strengths and weaknesses but cannot diagnose the reason for the problem.
Unlike physical difficulties, learning disabilities and difficulties are not necessarily obvious and sometimes they go unidentified. Children who have difficulty learning may be thought of as lazy or underachievers and as a result, appropriate diagnosis and assistance may be hindered.
Without help, many children who find learning difficult approach adolescence and adulthood with few skills for employment and social interaction. The consequences can include future drug and alcohol abuse, unemployment, homelessness and suicide.
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