Learning Difficulties (L.D) can include Reading issues / Dyslexia, Writing issues / Dysgraphia, Maths issues / Dyscalculia, Attention issues / ADHD and many more..
This SPELD NSW course will provide up-to-date, research-based information concerning the acquisition of literacy and numeracy skills.
It has been designed for:
- Teachers of students who have learning difficulties
- Mainstream classroom teachers who wish to update their teaching skills
- Anyone wishing to become a SPELD NSW tutor
This course will be run on 6 weekends between March to October, 2016.
The purpose of this course is to provide opportunities for participants to learn how to:
- Select assessment and diagnostic methods and tools which are consistent with their purpose(s);
- Search for, and evaluate, research on spelling, early reading, comprehension, written expression and numeracy acquisition and instruction;
- Identify instructional programs whose effectiveness has been empirically demonstrated; derive principles from these to guide the evaluation and, where necessary, the supplementation, of commonly used instructional programs and materials;
- Construct instructional programs for learners with special needs, based on the findings of the literature search;
- Measure the effectiveness of instructional procedures in reading and spelling used with learners with special needs.
Participants will experience learning in this course through the following methods: lecture, small group activities, quizzes, class discussions, individual readings.
- Literacy tutors
- Support teachers
- K-6 primary school teachers
- Secondary School literacy teachers
Topics each weekend (and 2016 dates)
- Introduction – March 19/20
- Spelling – May 14/15
- Reading – June 18/19
- Comprehension – August 6/7
- Written Expression – September 10/11
- Numeracy – October 22/23
- 9.00 am – 4.00 pm Saturdays
- 9.00 am – 3.00 pm Sundays
$2750.00 (incl. GST) plus membership.
Costs have been kept as low as possible in line with SPELD NSW’s commitment to support teachers in their professional development.
Participants will receive
Handouts each weekend
Booklet of research papers for prescribed readings
A wide range of teaching materials/samples
Morning tea and a light lunch each day
Participants will be required to read supplied research papers each fortnight in preparation for the upcoming weekend, and complete two major assignments; A case study, including a teaching journal and a 1000 word research paper on early literacy reading.
BOSTES (The Board Of Studies, Teaching & Educational Standards of NSW) Endorsed Provider
Completing The Certificate Course for Teachers of Students with Specific Learning Difficulties will contribute 66 hours of QTC Registered PD addressing 1.1.2, 1.2.2, 1.3.2, 1.5.2, 2.1.2, 2.5.2, 3.2.2, 4.1.2, 5.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
“It was my privilege to attend the six weekend course at Sydney last semester.
Over many years I’ve completed many hours of Professional Development and I can without hesitation say that the recent SPELD NSW course I completed was by the far the best I’ve ever attended. I looked forward to each weekend and always came away with new ideas, resources, contacts and an excitement to implement change. The speakers were all highly experienced and credentialed, always providing practical and essential training to further successful intervention.
It was great to form friendships with other teachers from various sectors all whom shared a passion to assist the struggling student.
The assignments tasks were relevant and enabled clarification of learning needs and additionally, in depth evaluation of teaching methodologies and process.
It is my pleasure to highly recommend this course.”
Lyn Maxwell, 2014 T.C.C. Graduate
Trinity Anglican College, Albury/Wodonga.
“Certificate Course for Teachers of Children with Specific Learning Difficulties was without doubt the most practical and inspiring professional development program I have undertaken. Experts in their various fields shared the latest research and best practice models to enhance the learning outcomes of our students. Meeting over six weekends with a group of highly motivated people was also a plus. Everyone benefited from each other’s skills and experiences.
I would highly recommend this course for new and ‘old’ teachers alike.”
Nadine Cooke, 2015 T.C.C. Graduate
Danebank Anglican School for Girls, Hurstville.
Lin Meeks M.A. (Spec. Ed), B.A., Grad. Dip. Ed.
Lin is the convenor of the Certificate Course for Teachers of Students with Specific Learning Difficulties and presents the introduction, spelling, comprehension and numeracy units. Currently, Lin is a PhD candidate at Macquarie University, researching the preparation of primary and early childhood pre-service teachers to teach evidence-based early literacy skills.
Criss Moore PhD
Criss is a teacher with specialist knowledge in teaching reading and numeracy. She works in a Regional Role providing assistance to schools requesting support for students experiencing difficulties in learning. Her doctorate concerned pre-service teachers’ knowledge and skills required for teaching reading. Her passion is to see all students with a love of reading and life-long reading. Criss will be presenting the Reading weekend.
Sally Robinson-Kooi B.Ed. (TESOL), Diploma of Teaching (Primary)
Sally is currently a candidate in a research honours program on spelling in lower primary student writing at the University of New England. She is an independent literacy and TESOL consultant providing BOSTES accredited professional development to teachers in primary schools and tertiary education settings. She has worked with diverse socio-economic groups and NESB cultures in Australia and overseas and is trained in working with indigenous communities. In Victoria and NSW she taught both mainstream and EAL/D students in primary schools. At Macquarie University, she taught units on professional development, early literacy and ESL on the program for undergraduate primary teachers. Sally has published in Practically Primary on Grammar and Text Types. Sally will be presenting one day on EALD and one day on Written Expression and Grammar.
Wendy Coggins B. App. SC (Sp Path), MSPAA, CPSP
Wendy is a Certified Practising Speech Language Pathologist with over 30 years’ experience specialising in communication and literacy problems of primary school students. Wendy has worked in over 20 schools and has presented a range of in-service programmes to state and independent schools.
Walter Howe, Educational Psychologist and Director, Psychological Assessments Australia Pty Ltd
(Disclaimer: Walter Howe and his company, PAA, derive income from the sale of various standardised assessment instruments.)
Walter Howe is a Sydney-based Educational and Developmental Psychologist. He has managed Australian standardisation studies for the WISC III, the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Achievement (WJ III) and the York Assessment of Reading for Comprehension (YARC). He is the Director of Psychological Assessments Australia (PAA), which distributes a wide variety of assessment products, including the WJ III and the YARC. He is a member of the Australian Psychological Society, the American Psychological Association and the National Association of School Psychologists (USA). He is a regular presenter at professional conferences on topics ranging from dyslexia to emotional intelligence.
Rose Cantali PhD
Rose is a clinical psychologist. Currently Rose is the Chair of the Sydney Branch of the Australian Psychological Society, Executive Member of SPELD NSW, Executive Member of the NSW Parent Council, and past member of the NSW Board of Studies. Rose has completed her PhD at Sydney University on Boys School Connectedness and has written several journal articles related to Educational Psychology.
Alison Francis Bachelor of Occupational Therapy (Hons)
Since graduating from the university of Newcastle with first class honours, Alison has immersed herself in paediatric occupational therapy, working with children from 0-18 years of age. Alison works clinically and in research, with a strong passion teacher engagement. Alison has experience working with children with a variety of needs, in both clinic and school settings. Her work in schools has include individual and group therapy, in addition to working with teachers to develop effective classroom strategies and programs.