DISABILITY INCLUSION
Common Types of Learning Need: Dyslexia, Dyscalculia & Dysgraphia
Merry Christmas from the Disability Inclusion Team!
This is the last in our series focusing on common learning needs this term. In this issue, we’re looking at three specific learning differences: dyslexia, dyscalculia, and dysgraphia. These are neurodevelopmental differences that impact how students process information, and like all learning needs, they present differently for each young person.
Dyslexia
Dyslexia primarily affects reading and spelling. Students may find it challenging to decode words, recognise familiar words automatically, or read fluently. This has nothing to do with intelligence—students with dyslexia are often highly creative thinkers and strong problem-solvers. Dyslexia can sometimes also affect working memory and processing speed, which makes reading-based tasks more effortful.
Dyscalculia
Dyscalculia affects a student’s ability to understand number concepts and mathematical reasoning. Students may struggle with estimating quantities, recalling number facts, understanding sequences, or grasping time and measurement. Maths can feel unpredictable or confusing, even when students apply great effort and attend regularly.
Dysgraphia
Dysgraphia relates to difficulties with written expression. This can include handwriting that is hard to read, slow or effortful writing, difficulty organising ideas on the page, or challenges with spelling. Students often know exactly what they want to say but cannot easily get the words onto paper in a clear, fluent way.
What helps:
Many of the supports that help one of these learning needs also benefit the others. Helpful strategies include:
• Access to assistive technology: such as text-to-speech, speech-to-text, audiobooks, calculators, and word-prediction software.
• Explicit, structured teaching: step-by-step instruction, worked examples, visual models, and opportunities for guided practice.
• Extra time and reduced load: allowing students to demonstrate understanding without being disadvantaged by slower reading, writing, or processing.
• Alternative ways to show learning: oral responses, visuals, charts, diagrams, multiple-choice tasks, or practical demonstrations.
• Occupational therapy or psychology support: OT can assist with handwriting and organisation; psychologists can support working memory, processing, and cognitive routines for learning.
We also offer handwriting and phonics support programs at Oberon.
VCE exams and coursework:
Students with these diagnoses may be eligible for class-based adjustments and VCE Special Examination Arrangements, provided they meet the requirements set by VCAA and supply current diagnostic evidence to Oberon.
More information: VCAA Special Provision – see the VCAA website.
If you have concerns:
If you suspect your child may have dyslexia, dyscalculia, or dysgraphia, please speak with your GP or paediatrician for referrals to appropriate assessors (usually a psychologist for dyslexia/dyscalculia and an OT for dysgraphia-related concerns). Schools cannot diagnose but can contribute observations to support the assessment process.