INTRODUCTION
Dysfunctional
Patterns
INTRODUCTION
DYSFUNCTIONAL PATTERNS
In this topic we will be looking at and
discussing the dysfunctional patterns that can
impact on young people and their families. In
particular which approaches and common
values are important to the young person, the
people who work with them and society in
general and how to break the destructive
patterns that can lead to social exclusion.
Dysfunctional patterns
SPECIFIC LEARNING
DIFFICULTIES/
DISABILITIES
DYSFUNCTIONAL PATTERNS
These are the subjects we will be discussing in this topic.
Family
patterns e.g.
abuse
Honour
killings
Mental health
issues
Specific
Learning
Difficulties
The cake is divided into four different “wedges”, where all of the parts have equal importance and link together
under the heading dysfunctional patterns to help in the prevention of dropping out of education, which can lead to
social exclusion and other issues.
Family
patter
ns e.g
abuse
Honou
r
killing
s
Menta
l
health
issues
Speci
fic
Learn
ing
Diffic
ulties
Concerns
Why?
What can I do?
Who can I talk to?
WHAT ARE SPECIFIC LEARNING DIFFICULTIES?
 The term ‘Specific Learning Difficulty’ (SpLD) refers to a difference /
difficulty people have with particular aspects of learning. The most
common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD),
attention deficit hyper-activity disorder, dyscalculia and dysgraphia.
 All specific learning difficulties (SpLDs) exist on a conti-nuum from mild
to moderate through to severe. Common patterns of behaviour and
experience do exist but there will be a range of different patterns of
effects for each individual. SpLDs are independent of intellectual ability,
socio-economic or language background.
WHAT ARE SPECIFIC LEARNING DIFFICULTIES?
 Having an SpLD does not predict academic potential. However, the path to
achievement is usually a lot harder and may require far greater (usually
unseen) effort and a distinct set of skills. The challenge and opportunity in
an educational context – for teacher and student - is to be aware of the
specific effects of these differences and to explore a variety of methods and
techniques to facilitate optimal learning.
http://www.soas.ac.uk/studentadviceandwellbeing/information-forstaff/disabledstudents/learningdifficulties/
THE GIFT OF DYSLEXIA
 The Power of Dyslexia Video
 https://www.youtube.com/watch?v=l_qGJ9svUbM
WHA T’S I T L I KE B EI N G DYSL EXI C ?
www.youtube.com/watch?v=IEpBujdee8M
WHAT’S IT LIKE TO HAVE ADHD?
https://www.youtube.com/watch?v=Hl7Ro1PUJmE
EXAMPLES
EUROPEAN STATISTICS
Bulgaria:
 There is no reliable data about the number of children with Specific
Learning difficulties as many are not diagnosed or recognised.
 There are guidelines set out by the Ministry of Education and Science
which states that a child regardless of disability is included in a
mainstream school. However, the reality is that there is a lack of welltrained specialists in supporting these children. Children with SpLD are
among the most vulnerable in school in Bulgaria and are at risk of
bullying, abuse and neglect.
EUROPEAN STATISTICS
Italy:
 There is a special law for Dyslexia, the 8 October 2010 Law, n° 170 that identifies the group of
disorders “LD”.
 The right to education of pupils with LD is ensured through multiple initiatives promoted by
MIUR (Ministry of Education) and by the realization at school of personalized paths to avoid:
• Drop-out
• Self-esteem problems
• Behavioral problems
• Depression
 About 5% of Italian students population have Learning Disorders.
EUROPEAN STATISTICS
Sweden:
 Diagnosis have increased significantly in the last 10 years and now there are
long waiting lists.
 An IQ under 70 would give a diagnosis of general difficulties.
EUROPEAN STATISTICS
UK:
Approximately 1.5million people in the UK have a learning disability.
It is estimated that in England in 2011 1,191,000 people have a learning
disability. This includes 905,000 adults aged 18+ (530,000 men and 375,000
women) (Source: People with Learning Disabilities in England 2011)
Approximately 10% of the population in the Uk are thought to have dyslexia.
ADHD is the most common behavioural disorder in the UK. It's
unknown exactly how many people have the condition, but most estimates
suggest if affects around 2-5% of school-aged children and young people.
PLACES TO GO FOR ADVICE
AND GUIDANCE
Germany:
 www.gesundheit.nrw.de/.../ADHS_Behandlungswegweiser
 LERNEN FÖRDERN – Bundesverband zur Förderung von Menschen mit Lernbehinderungen e.V.
 http://www.lernen-foerdern.de
PLACES TO GO FOR ADVICE
AND GUIDANCE
Italy:




www.aiditalia.org
hubmiur.pubblica.istruzione.it/web/istruzione/dsa
www.istruzione.it
www.giuntiscuola.it
Sweden:
 Child and Youth Habilitation
 Support in schools (can be variable.)
PLACES TO GO FOR ADVICE
AND GUIDANCE
UK:
http://online.lmc.ac.uk/course/category.php?id=139
Moodle site at LMC giving advice for both staff and students.
http://www.nhs.uk/conditions
British Dyslexia Association
Dyspraxia Foundation
www.livingwithadhd.co.uk
This training program can be used by
everyone who in their work come in
contact with young people, and above
all to personnel groups, often
multidisciplinary, who will be able to,
based on the same values and
knowledge, cooperate in their work
with young people at risk of social
exclusion.
Thank you for your attention!
This project was developed by:
This project has been funded with support from the European
Commission.
This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.