Page 2840 - Week 08 - Wednesday, 14 August 2019
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quality teacher education, ongoing professional development for schools, early identification (including by teachers), assessment (by trained professionals such as psychologists) and evidence-based interventions by all stakeholders invested in the child’s learning. Petition No 13-19, lodged in the ACT Legislative Assembly on 16 May 2019 by Ms Elizabeth Lee MLA, makes reference to each of these important elements.
The ACT Government strongly refutes the Petitioners’ suggestion that in 2019, students with learning difficulties are disadvantaged and do not have access to evidence-based literacy instruction, identification and interventions. The Education Directorate adopts a multifaceted approach to supporting students with learning difficulties that encompasses:
• Evidence-based literacy instruction, including ongoing professional development for educators and schools;
• Early identification of students with reading difficulties; and
• Support for students with reading difficulties, including access to educational psychologists and literacy specialists.
This approach has been informed by the valuable work commenced in 2014 in response to the Learning Difficulties Taskforce. Implementation of the Taskforce’s recommendations led to the development of extensive resources and professional learning to promote understanding and awareness of Learning Difficulties and build capacity of schools to support students with Learning Difficulties, including students with a diagnosis of dyslexia. The strong foundation established through this work has been reinforced by the broad-ranging reforms stemming from the Schools for All program of cultural change focused on placing students with complex needs at the centre of their learning.
For example, funding provided in the 2016-17 ACT Budget enabled recruitment of an additional 26 full time staff to be engaged to deliver services, training and resources to support long-term educational outcomes for these students, and all students in ACT public schools. This led to an increase in the number of school psychologists and strengthening of the Network Student Engagement Team (NSET) through the addition of Allied Health workers including Speech-Language Pathologists. This has meant an expansion in universal supports available to schools, through professional learning packages designed for teachers and schools. NSET Allied Health workers also respond to schools’ requests for support for individual students and are involved in consultations, observations, assessments, and providing support for schools around students’ needs. NSET also includes two dedicated Inclusion Officers in each of the four networks, who provide specialised expertise to assist schools to meet the educational needs and wellbeing of students with disability (including students with learning difficulties).
The Schools for All program also included a strong focus on building capacity of teachers and learning support assistants to effectively support students with complex needs. This created extensive opportunities for school staff to build their awareness, understanding and skills in relation to supporting students with learning difficulties through relevant online and face to face professional learning. In 2018, 731 staff members engaged in the Online Training course “Understanding Dyslexia and Significant Difficulties in Reading” and 394 staff
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