Children’s learning support: dyslexia, ADHD and school adjustments

Support for Children With Learning Difficulties

By Zest Care · Originally published 7 August 2019

Bring the school problem into a practical support conversation

Describe what your child finds difficult, what the school has tried and what has helped. Ask how progress will be reviewed and how the child can explain their experience. A label alone does not tell the teacher which adjustment is useful.

Use Disability Standards for Education information when discussing access and adjustments. If reading difficulties persist, Healthdirect’s dyslexia guidance explains assessment and targeted teaching. Keep the school’s responsibilities separate from any application for disability funding.

Original article and dated context

Zest Care offers plan management, support coordination and direct supports. You can also find more on their blog here.

According to data obtained by The Australian newspaper, half a million – or one in five – students in Australian governmental schools have a disability or learning difficulty, meaning they require extra assistance.

So what exactly are the most common learning difficulties, plus what can we do to support our children?

While the spectrum of learning difficulties encompasses a broad range of conditions, education experts rank the two most common as dyslexia and ADHD (Attention Deficit Hyperactivity Disorder).

Dyslexia

Dyslexia is a learning difficulty which relates specifically to reading. It can show up in a variety of ways – some students have a problem with ‘phonemic awareness’, which means they fail to recognise how words break down according to sound. Others may struggle with ‘phonological processing’, wherein students cannot distinguish between similar word sounds.

It’s important to recognise that dyslexia is not an issue of intelligence, but a different way of processing. The Australian Dyslexia Association estimates it affects 10% of the Australian population.

[Clickability update, October 2026: The historical “behavioural problem” framing is incomplete. Use current Healthdirect ADHD information for assessment and treatment context rather than treating difficulty at school as bad behaviour.]

ADHD

ADHD (Attention Deficit Hyperactivity Disorder) is most often characterised as a behavioural problem but it also a common learning impediment, as students with ADHD have difficulty paying attention and staying on task. They often have difficulty in traditional school settings.

[Clickability update, October 2026: For dyslexia, Healthdirect explains evidence-based reading support. School adjustments and treatment decisions need individual consideration. The final NDIS statement below is too broad: check NDIS access criteria and the boundary between education and NDIS supports.]

What Supports Are Available?

Treatments for learning difficulties are of course unique to the problem and person.

For dyslexia, there is currently no known way to correct the underlying brain abnormality that causes it. However, with early intervention and special educational approaches, many children respond well and experience significant improvement.

According to Australian Dyslexia Association, students with dyslexia require instruction that is systematic, structured, sequential and cumulative.

ADHD is distinguished from dyslexia in that it can be successfully treated with medication in many cases. Treatment is usually a combination of therapy, diet, medication and structured education.

The Australian government recognises both dyslexia and ADHD as disabilities, which means that assistance is available under the National Disability Insurance Scheme (NDIS), for cases where these difficulties cause severe impediment.

Clickability editorial update: October 2026

Explain whether your work supports learning or disability-related function

Describe the purpose of the service and who is responsible for funding it. Do not promise NDIS payment simply because a child has a learning difficulty or because you are an allied health practitioner. The actual support and access criteria still matter.

Coordinate with the family and school, with consent, so advice is understandable and roles are clear. NDIA study-support guidance explains the education boundary. Confirm the arrangement before delivering a service you expect an NDIS plan to pay for.

Questions readers ask

Does dyslexia or ADHD automatically establish NDIS eligibility?

No. The applicable access requirements still need to be met. Official guidance

Does the NDIS replace the school’s adjustment responsibilities?

No. Educational support and additional disability-related support have different responsibilities. Official guidance

Should the original treatment paragraph determine a child’s medication or teaching plan?

No. Use appropriate individual assessment and current guidance. Official guidance

Find disability services that explain their role clearly

Describe your family’s service needs through Clickability. Compare provider experience and reviews and ask how they work with schools and other practitioners.

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