Dyslexia in Australia
Dyslexia In Australia
In Australia the term SLD (Specific/Significant Learning Difficulty/Disabilty) or LD (Learning Difficulty) are used interchangeably and as an umbrella term for a variety of difficulties which may or may not be dyslexia.
Dyslexia is best understood as a persistent difficulty with reading and spelling.
Early Identification & Early Intervention:
Dyslexia is phonologically based,children identified "at risk" should receive evidence based multisensory approaches in early intervention for reading & spelling and teachers must be able to identify,plan and tailor the needs of individual students.
Learning Differently: " I can learn I just learn differently"
Dyslexia is resistant to traditional teaching and regular tutoring.Individuals with dyslexia have average to superior intelligence and can learn,they just learn differently and therefore need to be taught differently.Dyslexia can be seen as a language based learning difference.
Teaching Differently: "A teacher must be equipped to teach more than one way"
Students with dyslexia need the same educational opportunties as other students.Classroom, support teachers and tutors can be trained in effective teaching practices which will not only help the student with dyslexia learn but all students can benefit by direct, explicit and systematic multisensory instruction. Understanding and meeting the needs of dyslexia and related reading difficulties demands thorough teaching methodologies in reading and spelling.An understanding of the development and acquisition of reading and spelling is required and many teachers would benefit from specialised language training.
Improved Teacher Training in Reading & Spelling Instruction:Figures form the National Inquiry into the Teaching of Literacy (NITL),Australia, indicate that half the 34 Bachelor of Education teacher training courses in Australia,devoted less than 5% of their four-year curriculum to teaching reading.How many teachers have received training in the core elements set down by the NRP 2003 and NITL for effective literacy instruction? Click: relevant page of the NITL report on teachers in Australia
Dyslexia in Australian Schools "Teaching for Differentiation is the key"
"Effective training promotes effective teaching. Effective teaching promotes effective learning". Jodi Clements
The ADA supports the need to identify children in schools with a dyslexic profile who are either left identified,not failing enough for support or who are supported under the education system's umbrella term SLD.The ADA supports the need to identify dyslexic profiled students in schools so that best evidence based educational practices can be implemented. The ADA suggests that children not identified with dyslexia who are also included under the Specific learning difficulty (SLD) umbrella receive best teaching approaches based upon their particular learning profile.Repeated figures suggest that most students with SLD will indicate some or most of a dyslexia profile,ideally all children under the SLD umbrella term could benefit from Multisensory Structured Language Instruction.
Dyslexia and the Law in Australia:
"Findings from Canada state that 80-90% of children in learning support have dyslexia"
The Australian Dyslexia Association The ADA does not endorse any specific program, method or product but does support a multisensory structured language approach to the teaching of individuals with dyslexia.