‘Anyone around you could have an SpLD’

Could you tell me about yourselves, your roles, and your work in this area?

Hannah: I am a practitioner and chartered occupational psychologist, and I work with adults with neurodiversity (autism, ADHD, and SpLDs). My work mostly involves assessment and coaching for individuals with neurodiversity, around issues relating to the workplace and Further/Higher Education.

I have also worked directly with workplaces and educational institutions around training and policy for diversity and accessibility, for individuals with neurodiversity and related differences. I have also worked as an Expert Witness on cases relating to workplace and recruitment discrimination.

I live in Brighton, and love making the most of the amazing area I live in. My office is in Brighton, but I do get to travel around the country for work, and it is always interesting to see a greater range of people and places. 

Stephanie: I am an educational psychologist and paediatric neuropsychologist. I have worked in local authority educational psychology services, as well as in NHS neuropsychology and neurodevelopmental services. I have also been a clinical tutor, lecturer and research supervisor in the Tavistock doctorate in educational psychology course.

Currently, I am predominantly in private practice. A big portion of my work is carrying out assessments so as to support children and young people, their families and school staff better understand their strengths so as to find ways to support them with the things they find difficult.

Part of this includes carrying out assessments for specific learning difficulties. This so then used to inform EHCP applications and support families through the tribunal process. I also carry out parent support and school staff supervision and training so as to equip them to identify and support SpLD.

How did you come to be involved with developing the course, and what did that process involve?

Hannah: I was approached by the BPS for expert input due to my work with the Task and Finishing Team for SpLD assessment guidance for psychologists. As soon as I heard about this project, I felt that it was an important way to apply some of our discussions in the BPS group, as well as being very relevant to my work. Such a training opportunity closely links to my desire to increase accurate understanding amongst the wider population about SpLDs; particularly what they are and how they impact people.

I was very pleased to be able to put my name forward for this project. It has been great to work with Steph and the BPS team, and it has introduced me to training via accessible online learning; something I would definitely like to do more of in the future. 
 
Stephanie: I sit on the working group that is creating guidelines for best practices in the assessment of SpLD. The group was asked if anyone would like to contribute and I quickly put myself forward – I feel really passionate about making psychological knowledge accessible and understandable by all.

There is so much information out there, but little is produced by those that know the field well. As psychologists, we are not very good at putting ourselves 'out there'. This then makes psychological knowledge a hard-to-reach and protected 'secret'. However, I feel we need a lot more robust and evidence-based psychological knowledge, made accessible to everyone, to really bring about some form of change. 

What does the course include? Who is it aimed at?

Hannah: This training programme includes information as to what SpLDs are, and how they can present in adults and children. Steph and I worked on some example case studies to further illustrate the journeys that individuals can go through when seeking assessment for SpLDs; both in childhood and later diagnosis in adulthood.

As I only work with people from age 16 upwards, I get to work with people with complex presentations, and very interesting life stories, around their late diagnoses. I wanted to illustrate how it can be that some people, with significant difficulties and differences, do not receive a diagnosis until later in life.

The training is for anyone who works with people! Anyone around you could have an SpLD, and this training is designed to assist individuals in heightening their understanding of SpLDs, and what those around them might be experiencing. The training also considers how people should discuss the issue of SpLDs and seeks to challenge some common misconceptions.

It is also hoped that trainees will have a better understanding of where to signpost people for formal assessment and support. It is important to note that this training is not designed to enable trainees to identify or dismiss SpLDs but to better understand the subject, and the lived experience of those with such difficulties and differences. 

Stephanie: The course is aimed at anyone who wants to find out about this area. We've tried to make it so that you do not need any prior knowledge. It is set up in a case study style, to help it feel 'real' to the reader, and help people apply the knowledge to their everyday lives.

What are some of the key messages that you'd like people to take away from this course?

Hannah: This is a great question. A real hope of mine is that trainees will come away from this course with a greater understanding of the complexities of SpLDs, and how these differences always present within a wider context of strengths and weaknesses for people.

Certainly, from my experience of working with adults, it is so important that people understand the amazing ability of humans to 'mask' their difficulties and to compensate for their differences. This can be very adaptive, and really help people in 'getting through' situations. However, it can result in those around the individual not knowing they have a particular difficulty or would benefit from understanding and support.

These masking tendencies can also be exhausting and anxiety-provoking for the individual. It is hoped that this training might increase general awareness, particularly around how SpLDs might present, and to encourage some helpful and supportive conversations amongst colleagues and even friends.  
 
Stephanie: For me, the key thing is to ensure that people understand that this is an important area, and early identification can have really positive effects. It's also so important to ensure that anyone going through this process – child or adult – feels validated and affirmed by the process.  

See the course, Specific learning difficulties - an introduction, to find out more.