Understanding the definition of Specific Learning Difficulties in England

In England, the Department for Education (DfE) places special educational needs into four broad areas of need. One of these is Cognition and Learning, which includes Specific Learning Difficulties (SpLD).
 

According to the SEND Code of Practice (2015):

“Specific learning difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.” (DfE & DHSC, 2015, p. 97)

This means that dyslexia is officially recognised as a difficulty with accurate and fluent word reading and spelling. It is that simple.

Key point for parents

• Dyslexia is a learning difficulty linked to reading and spelling.

• It is not something a child is born with.

• It is a term used to describe children who struggle when their learning needs are not met. Some call this dysteachia. This puts the focus on teachers as the problem. Teachers are often told what and how to teach and are not trained to understand learning differences. Blame helps no one. Improved training and support from Dyslexia Whisperers helps everyone.

How SpLD differs from ADHD and autism

In the SEND Code of Practice:

• Autism is listed under Communication and Interaction.

• ADHD is listed under Social, Emotional and Mental Health.

These are neurodevelopmental conditions present from birth, not SpLD. Dyslexia only appears once reading and spelling instruction begins.

Key point for parents

• Dyslexia (an SpLD) is about difficulties with learning specific academic skills.

• Autism and ADHD are lifelong neurodevelopmental conditions.

• They are not the same.

About “dyslexic thinking”

There is a movement to brand “dyslexic thinking” as an identity or even a gift. The Delphi Consensus definition of dyslexia (Snowling et al., 2020) makes it clear that this is not accurate. Dyslexia is a learning difficulty, not a personality type or creative style.

When we prevent your child from ever needing a dyslexia diagnosis, by ensuring they succeed in learning to read and spell, we are not taking away any potential “gifts.” If your child shows creative or divergent thinking, this comes from their neurodivergence, most often ADHD or autism, not from dyslexia.

Key point for parents

• Dyslexia is not an identity that any child needs.

• The Delphi definition confirms it is about reading and spelling difficulties. That is not a gift any child wants.

• Creativity and divergent thinking come from neurodivergence, not dyslexia.

Why this matters

It is important for families to know that dyslexia is not the same as being autistic or having ADHD. It is not part of neurodiversity in the way those identities are. Dyslexia describes a difficulty with reading and spelling that appears once a child is being taught. We can identify which children are likely to become instructional casualties because the system is designed to ignore differences, even when risk factors are well known in the research.

That is why my work focuses on prevention. If we adapt teaching to how children learn, particularly for those who are ADHD or autistic, then reading difficulties do not have to arise and no dyslexia label is needed.

There is also what I call a crucial window to avoid the “dyslexia paradox.” Children who have not mastered word mapping (decoding and encoding) by age 8 are unlikely ever to find reading and spelling effortless, even though we can teach anyone to read. Spelling becomes much harder. Past this age, multiple factors make reading effortful for life.

Key point for parents

• SpLD (like dyslexia): difficulties with learning skills such as reading and spelling.

• Neurodevelopmental conditions (like autism and ADHD): present from birth, shaping how a person thinks and learns across life.

• They are not the same.
   

References

• Department for Education & Department of Health and Social Care. (2015). Special educational needs and disability code of practice: 0 to 25 years.

• Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present and future. Reading Research Quarterly, 55(1), 1–20. https://doi.org/10.1002/rrq.325