Learning Disabilities Glossary (A–Z)

Plain-language definitions for learning disability terms, support language, and education-related wording.

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A

Letter A

Accommodations

Changes that help someone access learning without lowering expectations. Example: “Extra time helps me show what I know.”

Assistive technology

Tools that support learning (speech-to-text, text-to-speech, audiobooks, planners, apps). Example: “Text-to-speech helps me understand long readings.”

Assessment

Ways of checking learning (tests, projects, observations, interviews). Example: “Alternative assessment lets me explain answers verbally.”

B

Letter B

Baseline

A starting point measure so progress can be tracked. Example: “We used a baseline reading level to plan supports.”

Barrier

Something that makes learning harder (processing speed, working memory, sensory overload). Example: “Copying from the board is a barrier for me.”

C

Letter C

Comprehension

Understanding what you read or hear. Example: “I can read words, but I need support with comprehension.”

Chunking

Breaking work into smaller parts to reduce overload. Example: “We chunked the assignment into 3 steps.”

Curriculum level

The learning level used to plan teaching and measure progress. Example: “Support matched my current curriculum level.”

D

Letter D

Dyslexia

A learning disability affecting reading/spelling, often linked to decoding and phonological processing. Example: “I need audiobooks and extra time because of dyslexia.”

Dysgraphia

A learning disability affecting writing (handwriting, spelling, organising thoughts on paper). Example: “Speech-to-text helps when handwriting is painful.”

Dyscalculia

A learning disability affecting maths and number sense. Example: “I use visual supports for dyscalculia.”

E

Letter E

Educational psychologist (EP)

A professional who assesses learning needs and recommends supports. Example: “The EP report suggested accommodations and strategies.”

Explicit instruction

Clear teaching with step-by-step modelling and practice. Example: “Explicit instruction helped me learn the method.”

F

Letter F

Fluency

Reading smoothly with accuracy and appropriate speed. Example: “My fluency improves with repeated reading and support.”

Functional skills

Everyday skills for life and learning (time, money, planning). Example: “We practise functional maths for shopping.”

G

Letter G

Graphic organisers

Visual templates to organise ideas (mind maps, story planners). Example: “A graphic organiser helps me structure writing.”

Generalisation

Using a skill in different settings, not just one lesson. Example: “We practise generalisation across subjects.”

H

Letter H

Handwriting supports

Tools or adjustments to reduce writing strain (grips, slant boards, typing). Example: “Typing is an accommodation for my handwriting difficulties.”

I

Letter I

IEP (Individual Education Plan)

A plan that outlines learning goals, supports, and progress. Example: “My IEP lists accommodations and who provides them.”

Intervention

A targeted support programme to build a skill. Example: “Reading intervention helped my decoding.”

J

Letter J

Jargon

Specialist words that can be confusing without explanation. Example: “Please explain the jargon in the report.”

K

Letter K

Key competencies

Broad skills like thinking, relating to others, and managing self. Example: “Supports can strengthen ‘managing self’ skills.”

L

Letter L

Learning disability

A difference affecting how someone learns specific skills like reading, writing, or maths. Example: “I learn best with visuals and extra processing time.”

Learning support

Supports provided to help access education (in-class, small group, assistive tools). Example: “Learning support helped me keep up with assignments.”

M

Letter M

Modifications

Changes to what is taught/assessed (different from accommodations). Example: “A modified task reduced the writing load.”

Multisensory learning

Using more than one sense (seeing, hearing, movement) to learn. Example: “Multisensory spelling helped me remember patterns.”

N

Letter N

Needs-based support

Support based on what helps a learner function and access education. Example: “Support should match needs, not just labels.”

Neurodiversity (related term)

The idea that brain differences are part of human diversity. Example: “My learning differences are part of neurodiversity.”

O

Letter O

Oral assessment

Showing learning by speaking instead of writing. Example: “Oral assessment lets me explain ideas clearly.”

P

Letter P

Processing speed

How quickly the brain takes in, understands, and responds to information. Example: “Extra time helps when processing speed is slower.”

Phonological awareness

Understanding sounds in words (important for reading). Example: “Phonological practice helped me decode words.”

Q

Letter Q

Quick wins

Small supportive changes that help immediately. Example: “Audiobooks were a quick win for me.”

R

Letter R

Reasonable adjustments

Practical changes that reduce barriers. Example: “Reasonable adjustments helped me access learning.”

Reader / Writer support

Support for reading questions aloud or writing dictated answers. Example: “A writer helps when handwriting limits my output.”

S

Letter S

Scaffolding

Support structures that help learning (templates, examples, guided practice). Example: “Scaffolding helped me understand how to start.”

SENCO / LSC

School staff who coordinates learning support (titles vary by school). Example: “The SENCO helped arrange accommodations.”

T

Letter T

Text-to-speech

Technology that reads text aloud. Example: “Text-to-speech supports my reading stamina.”

Task initiation

Starting tasks can be hard when executive function is under strain. Example: “A first step prompt helps me begin.”

U

Letter U

Universal Design for Learning (UDL)

Designing learning so more learners can access it from the start. Example: “UDL offers choice: write, speak, draw, or build.”

V

Letter V

Verbal reasoning

Using words to understand, explain, and solve problems. Example: “Verbal reasoning is a strength for me.”

Visual supports

Charts, icons, schedules, and templates that reduce memory load. Example: “A visual checklist helps me follow steps.”

W

Letter W

Working memory

Holding information in mind while using it. Example: “I forget multi-step instructions unless written down.”

Word decoding

Sounding out and recognising written words. Example: “Decoding support helped my reading confidence.”

X

Letter X

X-factor (individual strengths)

A reminder that each learner has strengths that matter — not just challenges. Example: “My strength is creativity — we build learning around it.”

Y

Letter Y

Year level expectations

Typical skill expectations for a year group — not a measure of worth. Example: “I learn differently, so supports help me access the curriculum.”

Z

Letter Z

Zone of proximal development

Learning that is just challenging enough with the right support. Example: “With scaffolding, I can do the next step.”