Page 2845 - Week 08 - Wednesday, 14 August 2019
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workshop covers ways to ensure these strategies are included in a student’s individual learning plan (ILP) to meet individual learning goals that are clearly aligned to a student’s learning needs and which are time bound and measurable. ILP processes in schools are overseen by school leaders and include the identification of specific adjustments that may include using assistive technology, a scribe, providing additional time, along with specific instructional strategies to target each student’s identified learning needs. An ILP can be requested by either the family or the school if there are concerns for the child’s/young person’s development.
The Australian Curriculum provides guidance on personalised learning for principals and teachers to support them in meeting the diverse needs of all students, including those with learning difficulties such as dyslexia. For students identified as having learning difficulties, teachers must be able to identify, plan and tailor the teaching and learning program to meet the needs of individual students. For students with dyslexia, for example, this could involve use of assistive technologies such as text to speech and voice recognition software, iPads, tablets and digital recorders.
The Australian Curriculum Literacy Learning Progressions is a resource that outlines the developmental stages in literacy, including but not limited to phonological awareness, phonic knowledge and word knowledge. Specific training is being offered through the Directorate to assist teachers to apply these progression tools to support students’ literacy learning in the classroom.
The Education Directorate continues to strengthen its relationship with the University of Canberra to ensure the provision of appropriate, evidence-based pre-service and post-graduate teaching courses and professional learning opportunities. Content on teaching children to read is integrated into literacy units over the four year teaching degree. Additionally, the schools involved in the Early Years Literacy Initiative have expert teachers and leaders identified by their principals to participate in ongoing targeted professional learning as literacy coaches to build their knowledge about all aspects of literacy, language and assessment.
Early identification of students with reading difficulties
The ACT Government has a strong commitment to meeting the diverse learning needs of all students. For students showing signs of struggling with reading and writing, the Education Directorate recognises that early identification, planning and tailoring of the teaching and learning program is critical for facilitating positive literacy outcomes.
The professional learning provided through the EYLI builds teacher capability in literacy assessments that include screening, diagnostic and formative assessments and rigorous tracking and monitoring systems. The Early Years Literacy team with the support of consultant Christine Topfer has collated a quality assured set of literacy assessment tools and monitoring schedules for schools to access. The Education Directorate is working with schools to implement these assessments. These assist classroom teachers to identify where individual children and young people are in their literacy and language learning. These include tools to assess:
• Concepts About Print
• Phonological Awareness
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