The terms ‘learning difficulties’ and ‘learning disability’ are often used interchangeably, but they refer to different concepts. Many individuals of any cognitive ability may have a specific learning difficulty, such as challenges recognising written words (dyslexia) or limitations in short‑term memory that make it harder to process larger amounts of information.

However, when a learning difficulty remains unidentified throughout childhood and adolescence, it can significantly affect confidence, educational progress and the ability to reach one’s potential.

A learning disability is distinct from a specific learning difficulty. It refers to a significant and lasting impairment in intellectual functioning and adaptive skills, typically originating in childhood and continuing across the lifespan. Individuals with a learning disability usually have an IQ below 70 and experience marked difficulties with everyday tasks such as problem‑solving, managing routines, understanding new information and developing independence. These challenges are present across multiple environments, including home, school and community settings, and are not solely related to educational opportunity or emotional factors.

Learning disabilities vary in severity. Some individuals may require support with organising daily activities, managing money or understanding time, while others may need assistance with personal care, communication or decision‑making. The level of support required often changes over time, depending on developmental stage, life transitions and the availability of appropriate interventions. Early identification is crucial, as timely access to specialist teaching, structured routines and consistent support can significantly improve outcomes, promote independence and reduce the risk of secondary difficulties such as anxiety, low self‑esteem or behavioural distress.

Recognition and Assessment

Due to financial constraints, cuts to resources and changes to education systems in the UK, learning difficulties and disabilities often go undiagnosed throughout significant periods of a child’s education.

An individual with unrecognised learning difficulties or a learning disability might present with the following difficulties:

Assessment

Assessment for learning difficulties and disability should involve a comprehensive assessment by a Clinical Psychologist. This should include a thorough developmental history, liaison with education services and administration of specialist, standardised psychometric tests. There are many conditions which overlap with learning difficulties and the assessing clinician should have a good knowledge of a range of neurodevelopmental disorders and mental health difficulties to be able to offer a useful interpretation of the results of an assessment.

Sometimes it is helpful to include other professionals in the assessment to rule out alternative explanations for a child’s difficulties. This might include referral to a Paediatrician, Child and Adolescent Psychiatrist, Occupational Therapist or Neurologist.

Our Service

We are able to offer comprehensive assessments for children and young people under 17 who may have learning difficulties or a learning disability. We offer face to face appointments within Sheffield and South Yorkshire. We may also be able to offer appointments further afield. These assessments will always be face to face and can be completed in your home or school environment.

Please see our services and pricing page for more information.