Early Identification of Learning Challenges

EXECUTIVE FUNCTION: IF IT ISN’T IMPACTED, IT ISN’T ADHD Forget the fidgeting. Forget the daydreaming. Forget the blurting out in class. Those signs might appear in ADHD — or might not. That’s why so many students are overlooked. All individuals with ADHD show impairments in executive functioning. If that isn’t present, it isn’t ADHD. Thomas E. Brown’s model explains why. ADHD is best understood as a disruption of the brain’s command system — the executive functions that allow us to plan, regulate, and adapt. He identified six clusters where difficulties always appear: 1. ACTIVATION – starting tasks, organising materials, meeting deadlines. 2. FOCUS – sustaining attention, shifting when required, resisting distraction. 3. EFFORT – regulating alertness, maintaining energy, processing speed. 4. EMOTION – modulating intensity, frustration, rejection sensitivity. 5. MEMORY – holding and manipulating information, recalling instructions. 6. ACTION – monitoring behaviour, pacing, controlling impulses. WHY THIS MATTERS IN SCHOOLS When we look only at behaviour, we get the story wrong: A pupil who can’t get started may be paralysed by sequencing steps — an activation difficulty. A pupil who forgets instructions may be juggling too much — a working memory load. A pupil who reacts intensely may not be oppositional — it’s an emotion regulation challenge. These are executive function struggles, not character flaws. And they vary from child to child. ADHD is inconsistent, not absent — pupils may excel in high-interest or urgent situations, then stall on routine tasks. EARLY IDENTIFICATION I recently met with a Finnish tech company that has developed an executive function screening tool, now rolled out nationally in Finland and trialled in the UK. In a system where ADHD assessments can take years, early screening like this matters. It helps schools identify EF difficulties before pupils fall behind, opening the door to timely support instead of waiting for crisis. WHAT TEACHERS CAN DO Understanding ADHD through executive function isn’t just theory — it shapes practice. Teachers can: Scaffold activation with clear starting cues and chunked tasks. Support working memory with visual reminders and written steps. Help regulate emotion and effort with predictable routines and space to reset. I share more detailed strategies in my free guide for schools (link in comments), designed to help teachers put EF-based support into practice right away. THE SHIFT WE NEED All individuals with ADHD show impairments in executive functioning. If that isn’t present, it isn’t ADHD. If schools continue to search for the wrong signs, they’ll keep missing the pupils who don’t “look ADHD.” If we start with executive function, we can see what’s really there — and act sooner to help every learner thrive. #ADHD #ExecutiveFunction #Neurodiversity #Education #Inclusion

What if the tools designed for students with the greatest challenges ended up helping every learner? That’s the insight behind Stanford’s recent symposium and hackathon on AI and learning differences. We brought together students with disabilities, educators, researchers, and technologists to co-design solutions—living the principle: “Nothing about us without us.” The results? ✨ Early dyslexia screening tools like ROAR, catching reading challenges years earlier by Jason Yeatman. ✨ Personalized AI tutors like “Kai” that adapt to individual needs by Chris Lemons and Lakshmi Balasubramanian, Ph.D. ✨ 21 projects co-designed during a full day hackathon ✨ A white paper and Hackathon Toolkit with 12 recommendations for inclusive AI design. When we design at the edges, we innovate for all. Accessibility is not a side note—it’s the future of learning. Let’s build AI that doesn’t replace human connection, but amplifies equity, dignity, and possibility for every learner. Read the EdSurge piece here: https://lnkd.in/e6htgU2E Read the white paper here (primary author: Nneka J. McGee, J.D., Ed.D.): https://lnkd.in/g3DqxHxq Stanford Accelerator for Learning 🚀 In collaboration with Alana Foundation, CAST (Center for Applied Special Technology) behind the UDL framework, and Children's Health Council.

👉🏼👉🏼 Empowering Mathematical Minds: Supporting Pupils with Dyscalculia in the Classroom 👈🏼👈🏼 As educators, we encounter diverse learning needs in our classrooms. One such need, dyscalculia, often goes unrecognised but has a significant impact on a pupil's mathematical journey. By understanding dyscalculia & implementing targeted strategies, we can unlock the mathematical potential of these students & create an inclusive learning environment where they can thrive. 🌟🌟 Understanding Dyscalculia: Beyond the Numbers Dyscalculia is a specific learning disability that affects an individual's ability to understand & work with numbers. It's not a matter of intelligence, but rather a neurological difference that affects the way the brain processes numerical information. Pupils with dyscalculia may struggle with number sense, calculations, spatial reasoning, & other maths-related skills. Early identification is key to providing effective support. Teachers should be vigilant for signs of dyscalculia, such as: ✔️ Difficulty counting, recognising numbers, or understanding the magnitude of numbers ✔️ Struggling with basic maths facts & calculations ✔️ Difficulty understanding & applying mathematical concepts ✔️ Challenges with telling time, reading graphs, or understanding spatial relationships ✔️ Anxiety or avoidance around maths-related tasks 🌟🌟🌟 Creating a Supportive Learning Environment 😊 Emphasise a growth mindset, where effort & perseverance are valued over innate ability. Encourage students to embrace challenges & view mistakes as learning opportunities. 😊 Tailor instruction to meet the specific needs of each pupil. Provide differentiated instruction, additional practice opportunities & modified assignments as needed. 😊 Engage multiple senses to reinforce learning. Use manipulatives, visual aids, games & real-world examples to make maths concepts more tangible & accessible. 😊 Break down complex concepts into smaller, manageable steps. Provide clear, explicit instructions & avoid assuming prior knowledge. 😊 Utilise assistive technologies like calculators, maths apps, & virtual manipulatives to support learning & provide alternative ways to engage with maths. 😊 Celebrate small successes & provide specific, constructive feedback. Focus on effort & progress rather than just grades. 😊 Offer accommodations like extra time on tests, allowing the use of a calculator, providing graph paper or allowing oral responses. 😊 Collaborate with parents, specialists & other professionals to develop a comprehensive plan to support the pupil's learning. By creating a supportive & inclusive learning environment, we can empower pupils with dyscalculia to develop their mathematical skills & confidence. Remember, every pupil has the potential to succeed in maths & it's our responsibility as educators to provide the tools & support they need to reach their full potential #dyscalculia #education #inclusion #maths #learningdifferences #specialeducation

✨ Early Identification is the Key to Inclusive Success ✨ As educators and leaders in inclusion, one of our greatest responsibilities is ensuring that every learner receives the right support at the right time. I’m sharing Initial Screening Checklists for Dyslexia, Dyscalculia, and Dysgraphia—practical tools designed to guide observations and support early identification of learning differences. 📝 These checklists help teachers, parents, and inclusion teams to: • Recognize early signs of literacy, numeracy, or writing challenges • Document consistent patterns that may need further evaluation • Guide targeted interventions aligned with school policies and curriculum standards ⚠️ It’s important to note: these are preliminary tools, not diagnostic assessments. Their purpose is to inform the next steps—whether that’s providing classroom accommodations, adjusting teaching strategies, or referring for professional evaluation. #Inclusion #SEND #Dyslexia #Dyscalculia #Dysgraphia #InclusiveEducation #Leadership

✨Enhancing Early Literacy with Phonological Awareness Screening ✨ Phonological awareness is a crucial skill for early literacy development, and early detection of challenges in this area can make a world of difference. Have a look at Quick Phonological Awareness Screening (QPAS), developed by the Hastings and Prince Edward District School Board. This tool, inspired by the Phonological Awareness Test 2 (PAT 2) and the TVDSB Phonological Awareness Screening Tool 2011, is designed to assess key phonological skills in young learners—helping educators identify potential difficulties early on. Early screening allows for timely intervention, which can prevent long-term academic struggles, especially in reading and writing. Phonological awareness is linked to a child’s ability to decode words, understand sounds, and build a solid literacy foundation.