The drive for labelling and diagnosing pupils with specific learning difficulties has occurred as a result of provision and support being put into place as an outcome of labelling, in order for schools to categorise the difficulties in learning many pupils face. But research tells us that more children will not fit into a single specific category of need than do. In addition, research supports that students are much more likely to experience a "multiplicity of need" as apposed to a single simplistic area.

This course presents information relating to the overlap and co-occurrence of specific learning difficulties based upon research findings. It describes the presenting features and profile of need, in order for pupils' difficulties in accessing the curriculum to be addressed holistically. It focuses on the need to act on the identification process by providing practical solutions for intervention which can be implemented within the classroom environment.