As part of the Review of the Australian Curriculum, Auspeld prepared two separate submissions outlining a number of issues of concern with the proposed draft curriculum. Auspeld’s submissions provided specific feedback regarding the Australian Curriculum English (F to 6) and Mathematic (F to 6). To read Auspeld’s submissions in full, please click on the links below.
We recently sought the input of teachers, parents, and students with learning difficulties to help inform AUSPELD’s submission to the 2020 Review of the Disability Standards for Education. We received almost 1,000 completed surveys from families and educators across Australia!
We would like to take this opportunity to thank the many teachers, parents and students who took the time to respond to the survey and who spoke so honestly about their experiences and views. Hopefully, we have captured your thoughts and voices in our submission.
AUSPELD’s submission can be viewed here.
In schools, the Disability Standards for Education (2005) help guide decisions regarding reasonable adjustments for students so they can access and participate in education without disadvantage. The Standards are currently under review and AUSPELD are preparing a submission as part of the review process.
We are very interested in hearing about the experiences of parents, caregivers and teachers of children with learning difficulties, as well as students who have learning difficulties. To share your perspective, please complete the appropriate questionnaire linked below.
The survey can be completed anonymously and is open until Thursday 10 September, 2020.
(All students under the age of 14 should seek their parent or caregiver’s permission to complete this questionnaire.)
AUSPELD strongly supports evidence informed practice in the teaching of literacy. In order to read well, children need to be taught to read words accurately and fluently, and they need the knowledge and vocabulary to understand what they read.
The Phonics Check is one component of a high-quality structured literacy program. The recent announcement by the Federal Government that stage one of the Year 1 Phonics Check is now available to schools and families across Australia has been welcomed by AUSPELD. It is a simple tool which checks student progress in the second half of Year 1. The results of the Phonics Check provide teachers with a useful overview of students’ individual reading skills and assists teachers to identify students who need additional support.
The Phonics Check is available now via a new online portal for teachers, school leaders and families called the Literacy Hub. The Hub includes information on how students learn to read, as well as resources for schools and families to support literacy development. Additional resources will be added over the coming months.
Go to literacyhub.edu.au to find out more.
Over the past few months, state SPELD associations have responded to the COVID-19 context by adapting their service delivery models to include online clinical services, professional development, and tutoring. As restrictions start to ease in some parts of the country, some state SPELDs have begun to return to face to face service delivery while online and tele-health options continue to be available at all state SPELDs.
To find out more about the services available at each state SPELD, please click here.
For further information, contact your local state SPELD.
The presentation focuses on Emily’s exploration of the science of reading. She shares some important take-home messages about changing the way the message of effective evidence-informed instruction is delivered.
We are looking forward to hosting Emily soon as a guest on our upcoming webinar series featuring several exciting international speakers. More news coming soon!
In the meantime, please enjoy this webinar which is highly recommended for educators, parents, and anyone concerned about how children are taught to read.
This video interview with esteemed child neuropsychologist Dr. Jack Fletcher is a must-watch! Dr. Fletcher is the Principal Investigator of the Texas Centre for Learning Disabilities and is a former member of the NICHD National Advisory Council and the President’s Commission on Excellence in Special Education.
In the video, he explains the importance of early intervention for children with dyslexia, the key characteristics of effective reading intervention, the danger of intervention fads, and more.
Dr. Fletcher advocates for “Strong core instruction for everyone, which absolutely reduces risk… in the context of universal screening and progress monitoring.”
Listen to (or read) the interview here: readingrockets.org/teaching/experts/jack-fletcher