The Make-up of Neuro-Diversity
As you can see in the diagram here, there are many reasons why the neuro-diverse learner might struggle with literacy and numeracy. As well as focusing on helping learners to progress in those areas, I am also working on those executive functioning skills you find in the middle of the diagram.
Identifying and Supporting Literacy and Numeracy Differences
Dyslexia
Dyslexia intervention begins with a full assessment of reading, writing, spelling, and learning style. It works on the following areas, often at the same time depending on the needs:
Phonological Awareness – rhyming, syllables, phonemes
Phonics – learning letter-sound relationships and spelling patterns
Fluency – practising reading to build speed, accuracy, and confidence
Vocabulary – expanding word knowledge through reading and conversation
Writing – developing sentence and paragraph structure, expression, and editing skills
There are other skills we might work on too such as sequencing, study skills, organisational skills and strategies to support processing difficulties. Each session has an eye on executive functioning skills too.
Dyscalculia
Dyscalculia support begins with an initial assessment to identify specific challenges and build foundational skills like number recognition and basic operations. We go from the concrete, to the picture, to the symbol, to the abstract to the application; whilst also learning the language of maths.
Basic Number Sense – understanding place value, comparing numbers, and simple strategies
Intermediate Concepts – multi-digit operations; intro to multiplication, division, fractions, and decimals
Advanced Skills – complex operations, geometry, and measurement
Application – solving real-life word problems and building critical thinking
Each phase supports progressive learning tailored to the student’s needs. Lots of game playing and problem solving scenarios are practised. Each session has an eye on executive functioning skills too.
Dysgraphia
Dysgraphia support starts with an assessment of writing, fine motor skills, and specific challenges like letter formation and spacing.
Letter Formation – tracing, copying, and practising directionality
Writing Fluency – building sentence-level fluency with short, timed writing and breaks to reduce fatigue
Spelling – using phonetic strategies, word families, and spelling aids
Writing in Context – applying skills to stories, reports, and other subjects, with tech tools and self-editing support
The process is tailored to improve both comfort and competence in writing. Each session has an eye on executive functioning skills too.
Combined Intervention Techniques and Tools
Intervention for dyslexia, dyscalculia, and dysgraphia combines key strategies:
Multisensory Approaches – visual aids, hands-on tools, and auditory support
Individualised Instruction – tailored lessons, small group or one-on-one sessions, and ongoing adjustments
Technology Aids – apps, interactive tools, and online resources to support and reinforce learning
This blend supports diverse learning needs effectively.
Combined Progress Monitoring and Evaluation
Progress monitoring for dyslexia, dyscalculia, and dysgraphia includes:
Progress Reports – tracking growth over time
Formative Assessments – adjusting instruction based on ongoing needs
Summative Assessments – measuring overall progress and readiness for next steps
These practices ensure targeted, effective support and goal achievement.