Learning styles and learning difficulties and disabilities

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While teaching learners according to their learning style has been shown to be helpful for all learners, it is essential for learners with learning difficulties and disabilities, who may only be able to use some styles of learning. This gives learners fewer strategies and less flexibility in their learning. Some disabilities such as dyslexia may be partially defined by the learning style. For example, dyslexic learners are often weak in 'left-brained' language and sequential processing, so may rely on 'right-brained' approaches such as imagery and holistic, non-sequential methods.

There are many models of learning styles, but the key elements affecting the learning of basic skills include some environmental factors such as light, auditory distractions and space to move around, perceptual preferences, and cognitive (right/left hemispheric) processing.

There are four perceptual modalities, or ways of taking in information: bisual, auditory, tactile and kinaesthetic. Visual learners respond well to pictures and diagrams and will often like to read, if it is not too great a struggle and the content is of interest. Auditory learners will learn through listening. Tactile learners will learn by touching or manipulating materials; they use 'real', three dimensional resources. Kinaethsetic learners need to experience things for themselves, be actively engaged in doing things in order to learn.

Most learners have one or two perceptual preferences for taking in information but many successful learners do not have strong preferences, that is, they can learn in a variety of ways. However, those with learning difficulties, sensory disabilities and dyslexia frequently have strong performances, and have additional problems in using one or more perceptual modes. Many poor readers are tactile/kinaethsetic learners and have a low auditory preference, ie they do not respond well to verbal explanations.

A learner's cognitive style is based on the differences between the way the two hemishperes of the brain process information. The left cerebral hemisphere specialises in verbal function, it is analytical and processes sequentially. The right hemisphere specialises in visual-spatial and holistic processing; it makes connections rather than breaking things down.

One model for looking at cognitive style in numeracy is the 'grasshopper' versus the 'inchworm'. The inchworm takes a step by step approach to solving problems; the grasshopper makes intuitive leaps, jumping over steps or coming at a problem from a different way. The grasshoppers may have difficulty showing how they got the answer and may need help to be able to descrine their thinking processes.

Some learners may rely on particular approaches which do not suit their learning styles, for example, learning tables or spellings by rote, or reading by 'sounding out' when they experience clear auditory difficulties. In these cases, teachers need to give clear explanations about the reasons for a change of approach. They need to persuade and motivate learners to try new methods. This is most effective when success is likned to clear, achievable, short term targets, and is regularly evaluated.

A learning styles approach can help with planning for individuals and groups. An initial diagnostic assessment should inform an individual learning plan and help learners to begin to explore their strengths and weaknesses. When drawing up individual learning plans and session plans, learners' style preferences can be taken into account. Learners can then be effectively involved in evaluating and monitoring learning.

Exploring preferences for spelling strategies, such as highlighting words within words, can help learners understand that there are different ways of learning and enables learners to share strategies with one another. Similarly exploring a range of strategies for remembering basic maths facts, times tables and number bonds will help learners build a strong foundation for number skills development.

Learners will gain confidence in their own ability to learn if they are taught in a way which suits them. A learning styles approach also helps them become independent learners by helping them explore how they learn best. It is an effective way of creating a successful learning experience and counteracting previous failure. Offering learners opportunities to learn in the way that they learn best, is the essence of inclusive learning.

Learning opportunities for basic skills are not just a matter for individual teachers but require a whole institution response to create an appropriate learning environment.