Identify Learning Difficulties

A learning difficulty may be recognised by school or home, or identified at school through:

• various assessment tools, procedures, and observations

• running records and standardised tests apply to the whole school and are useful in identifying reading problems and assessing progress

• consultation – with previous teachers, principal, parents, advisors, therapists, Special Education Services, etc.

• professional diagnosis from outside agencies, aided and assisted with guidance and support from the school.

All teachers can refer students and groups of students for assessment and possible extra assistance. Teachers can make referrals to the RTLB (Resource Teachers of Learning and Behaviour) and the RT Lit (Resource Teacher of Literacy), or other agencies, through the learning support coordinator. Parents may also request referrals..

An assessment may consider the following:

• anomalies in learning progress – for example, a student who is articulate but struggles to read

• specific learning disorders – for example, dyslexia

• developmental disorders – for example, autism or dyspraxia

• language or communication difficulties

• a medical disorder – for example, ear trouble or eyesight difficulties

• a student's self-perception

• hyperactivity

• a lack of established skills from the early school years

• an unsettled home environment.

When a student’s needs are identified as ongoing, or the school deems it appropriate for a particular student, an Individual Education Plan (IEP) is developed. This process involves parents, teachers, and other support agencies as appropriate.

Reviewed March 2022