Learning Differently


Students who learn differently encompass a diverse group of students facing challenges in their educational journey. These challenges can arise from various factors, including specific learning differences such as Dyslexia or ADHD, gaps in foundational knowledge and skills, executive functioning difficulties, attention and focus issues, as well as emotional and behavioural concerns.

Some of these students may have received a formal diagnosis of a learning difference, while others may not meet all the diagnostic criteria but still require additional support to achieve. DAS is dedicated to providing tailored interventions that empower struggling learners with the tools and strategies needed to achieve their true potential.

Research for Impact has produced a paper on those who learn differently.



70% of Learners will have no learning differences.
30% of Learners will find learning challenging and will require additional specialist support.  
Of these learners, approximately 10% will have a diagnosis of a learning difference such as dyslexia. 

* Marie Clay, innovative educator and founder of Reading Recovery – 70% will learn to read without struggle.
Clay, M. M. (1987). Learning to be learning disabled. New Zealand Journal of Educational Studies, 22(2), 155–173

1. Special Education Students (10%) 

  • These students have received a formal diagnosis, such as dyslexia.
  • They require specialised support tailored to their specific learning differences.
  • Our programmes are designed to address their unique needs and help them succeed academically.

2.  Students Who Need Supplemental Support (20%)

  • These students are at risk of “falling through the cracks” academically.
  • They do not have a formal diagnosis of a learning difference.
  • They may not meet the standard academic benchmarks expected for their grade level and they may not meet all the criteria of a specific learning difference.
  • The focus is on providing additional resources, strategies, and guidance to help them improve their academic performance and bridge learning gaps.
  • Our support programmes can bridge the gaps in their learning and boost their performance.

3.  Intermittent Strugglers (5% – 10%)

  • This group consists of students who are not mandated for special education services.
  • They do not receive ongoing supplemental support but may face occasional academic challenges.
  • Intermittent strugglers may benefit from intermittent assistance to address specific difficulties as they arise while fostering self-sufficiency in their learning journey.
  • Our programmes can provide them with the skills and strategies to help them in their studies. 
A Child who Learns Differently

Follow Ben’s Journey and discover how DAS can support students who learn differently.

Ben's Journey

Discover how DAS is supporting Students who learn differently. Read about Ben who learns differently

Ben's Journey Part 2

Explore why Ben didn't receive a formal dyslexia diagnosis although he was struggling to learn.

Ben's Journey Part 3

Recommendations and strategies from the assessment report for Ben's learning are discussed.

Ben's Journey Part 4

Ben's progress and Educational Future is discussed in this article.