Pedagogy in Practice
Joint Conference 2013
(LDA/LSTAQ/SPELD)
Abstracts and Presenter Biographies
For
Papers and Workshops
Name: Amanda Corby
Title of Presentation: Teaching Reading to Children with Down Syndrome- An Introduction
to Reading Our Way™
Type of Presentation: Workshop
Abstract:
The presentation will address the latest research into teaching reading to children with
Down syndrome and provide attendees with practical activities and strategies for teaching
reading within a classroom environment. It will also discuss the development of the Reading
Our Way program- a visual approach to teaching literacy.
Reading Our Way is an exciting new reading program that has been designed for all students
who are visual learners. The all inclusive program teaches sight words through fun,
interactive and engaging activities, with everything that is needed to implement the
program included in the kit.
Reading Our Way was designed to support early reading and word recognition for students
with Down syndrome. The program is based on research which suggests that students with
Down syndrome learn to read best via the whole word approach to reading.
Presenter Biography: Amanda Corby uses her positive experiences as the teacher of
students with Down syndrome to support, inspire and motivate other educators. In her role
as Education Consultant she works closely with schools, teachers and parents to support
students with Down syndrome within their educational contexts.
Name: Dr. Amanda A. Webster, Dr. Irene Lategan
Title of Presentation: Using the Cycle of Learning as a Model of Effective Practice for
Diverse Learners
Type of Presentation: Paper
Abstract:
With the recent launch of the Australian National Curriculum and the emphasis on schools
to demonstrate achievement for all students, teachers are feeling an increased pressure to
effectively teach students with a wide range of diverse social emotional and academic
needs. Currently a great deal of research and professional development has been provided
to teachers on differentiation of instruction and assessment and providing instructional
practices based on the theory of Universal Design for Learning. Teachers, however, are not
being provided with an overall framework that will allow them to address the overall needs
and goals of students, both academic and social emotional, and will allow them to engage
the students in meaningful processes that will allow them to fully engage through personal
connection with curriculum standards. Based on past and current theory on learning and
student-centred processes, this paper will outline a model of educational programming and
instruction, or Cycle of Learning, which can provide a comprehensive and holistic method of
establishing and implementing effective educational programs that will engage students
with diverse needs in meaningful progress towards longterm outcomes of success and
independence as outlined in the Australian National Curriculum and Melbourne Declaration
for the Education of Young Children.
Presenter Biography:
Dr Amanda Webster is the Program Convenor for the Autism Studies program at Griffith
University. She completed her PhD in Special Education at Macquarie University in 2009
with a thesis focusing on social relationships between children with developmental
disabilities and peers in inclusive settings. Prior to coming to Griffith University at the
beginning of 2011, she has been a school leader and special educator in both inclusive and
special school settings. While working in Alice Springs she obtained and ran several
Commonwealth Projects to develop pedagogies for students with diverse needs and their
families. Two of these contributed to the development of the Northern Territory Teaching
and Learning Framework. She also worked with two teams to examine needs of Indigenous
students with Autism Spectrum Disorders and their families and developed a framework for
a functional curriculum for students in special schools. Her areas of interest include
curriculum for students with ASD and developmental disabilities, social relationships, playbased learning, and Indigenous perspectives of disabilities.
Name: Carol Barnes
Title of Presentation: Gifted Students with Learning Disability – Using Technology to feed
the gift AND support the disabilities
Type of Presentation: Workshop
Abstract:
Meeting the needs of gifted students with learning disability (GLD) can be challenging and
mystifying. As gifted, they think faster, harder, wider and deeper. But they may also
inexplicably read more slowly, or write more messily, or listen more haphazardly, or pay
attention more intermittently. They may spend their days in your classroom looking out the
window, looking as if they are not “trying”, looking for a way to quit school early. What are
teachers to make of this asynchrony and inexplicably erratic performance in the classroom
context where evidence-based assessment is demanded? What is proven best practice for
most gifted may in fact be contraindicated for GLD. This interactive workshop will use
multiple handouts to explore some of the unique needs of GLD students, and will then focus
on how one Queensland select-entry senior secondary school with an academically rigorous
International Baccalaureate curriculum has successfully used technology and an e-learning
culture to lift the “lazy” and “naughty” masks to reveal the gift beneath - thereby allowing
high-ability students with entrenched underachievement patterns to stay in school, to
finally succeed academically – and sometimes even to shine!
Presenter Biography:
Carol Barnes is the Australian national coordinator and NSW and Queensland meeting
convenor for GLD Australia, an online learning community and support group for parents
and teachers of gifted students with learning disability (GLD). An affiliate of the Australian
Association for the Education of the Gifted and Talented, GLD Australia runs a closed
electronic forum for the exchange of information among parents and teachers of students
who have been identified as gifted, but who also have other special needs, such as specific
learning disabilities, medical conditions (eg, ADHD), physical disabilities or mental health
concerns – in short, the child who is gifted “with something else going on” which interferes
with school achievement and/or social/emotional well-being.
Carol is also Vice-President of the Gold Coast Branch of the Queensland Association for
Gifted and Talented Children and convenor of that Branch’s parent support group. She is an
invited sessional lecturer on GLD at Griffith University, and has provided training on GLD for
SPELD Qld, for the SPELD NSW Certificate Course for Teachers of Students with Specific
Learning Disabilities, for Education Queensland’s gifted education mentors (GEMs), for
graduate education students at Murdoch University in Perth, and for a variety of
government and independent primary and secondary schools in NSW and Queensland. She
has presented on various aspects of GLD at 24 international and Australian gifted education
and learning disabilities conferences.
Carol is also a lawyer but, most importantly, the mother of two gifted university students,
each with multiple learning disabilities. She has a special interest in assistive technology,
classroom modifications and accommodations, ability grouping and acceleration for GLD
students. All Carol’s work in the GLD field is done as a non-paid volunteer.
Name: Catherine Corrigan
Title of Presentation: Digital content for students with Learning Disabilities/Dyslexia
Type of Presentation: Paper
Abstract: How can the use of digital content increase literacy gains for students with
learning difficulties/dyslexia? With more and more students having access to mainstream
devices such as iPads, Kindles and laptops how can we harness this natural inquisitiveness to
support gains in literacy? We’ve bought the device, now what do we do with it?
The integration of adaptive technology in a pedagogically sound way takes planning and
forethought. By teaching students and families how to utilise technology and for which
tasks allows them to increase the opportunities to consume and examine texts. Using
simple, low cost devices and apps that draw on multiple senses, students can listen to,
examine and read a variety of texts (both their own creations and professionally authored
texts). This paper highlights the use of free and low cost digital libraries by providers such as
Vision Australia, local councils and international projects (such as Project Guggenheim). It
also explores the role of teachers and learning support teachers in planning for and coordinating digital content for students.
What is the difference between digital books, epub and audio books? How can
teachers/students use the latest technology to support instant scanning and conversion of
texts to be read aloud and examined by students with print and learning disabilities?
Finally an overview is provided of advances in text to speech software such as Dragon
Naturally Speaking, Voiceover (Apple) and Google Docs and how this software can best
meet the needs of students with severe dyslexia.
Presenter Biography:
Catherine Corrigan (B. Ed. (UTS), MA. Sp. Ed. (Newcastle Uni) is an Adaptive Technology
Consultant and Special Educator working with children with print and learning disabilities.
She has worked for over 20 years in the education field including Special Education and
mainstream teaching. More recently Catherine has been involved in supporting the use of
adaptive and mainstream technology including iPads in the classroom (via projects with
organisations such as Camp Breakaway and Vision Australia). She has designed and
delivered a variety of education programs for parents and teachers of students with
disabilities on the pedagogically sound use of technology (in particular iPads and text to
speech technologies) to support inclusion and enhance student outcomes.
Name: Cath Grealy
Title of Presentation: System approach to building teacher capacity as inclusive education
practice.
Type of Presentation: Paper
Abstract:
Every classroom has students with learning needs. Classroom teachers are charged with the
complex job of facilitating the learning progress of all their students. Every teacher
struggles with the concept of managing 25-30 learner’s needs. Often there is much advice
for class teachers, yet real support can be harder to access. With the advent of Australian
Government funding initiative – More Support for Students with Disabilities, Brisbane
Catholic Education saw an opportunity to build networks of support through effective
professional learning design. As funding was for a limited time, the necessity for building
team expertise was paramount.
Recent research into effective professional learning design has emphasised the need to
create real change in the classroom. This requires moving from the one-off workshop model
to job-embedded, school based, collaborative learning that is on-going and involves
systematic follow-up and reflection.
Responding to student data, professional learning opportunities were co-designed by
service centre personnel and teachers, to address the entitlement of all students to the
Australian Curriculum.
This presentation describes the operating principles and inclusive practice outcomes of a
system approach to supporting teachers catering for diverse learning needs.
Presenter Biography:
Presenter's Name: Cath Grealy
Job Title: Education Officer, Curriculum and Project Officer MSD, Consultant Inclusive
Education
Company: Brisbane Catholic Education Office
Presenter's Biographical Information:
7 years as EOC, 4 years CST, many years as mainstream classroom teacher of students with
II, ESL
Qualifications:
Diploma of Teaching (E.C.)
Bachelor of Education
Master of Learning Innovation
Master of Education (research) current studies.
What I do:
Provide strategic advice, professional learning and support to schools and teachers about
curriculum implementation and teaching for all students.
Currently managing the Australian Curriculum section of the More Support for Students
with Disability National partnership for Brisbane Catholic Education.
Additional Presenters: Maggie Fielding, Dee Sampson, Marian Downey - Consultants
Inclusive Education, Brisbane Catholic Education
Name: Christine Killey
Title of Presentation: Hands on spelling, no more look, cover, write, GUESS.
Type of Presentation: Workshop
Abstract: (Limit this to 200 words)
look - cover - write - GUESS” NO
look – analyse – explicitly teach – understand – empower YES
Empower your students to become great spellers for life
This workshop shows teachers how to;
· analysising the mistake
· determining where to start
· determine which spelling strategies need to be taught
· develop strategies for individual students
· the importance of a whole school approach
This session will be hands on covering alphabet knowledge and syllable breaks, it will show
teachers using six letters and their commonly used sounds how to have the children
knowing the main concepts about spelling and how to spell quickly and easily by
manipulating the letters. Teachers will be provided with effective strategies that help
students learn and understand how spelling works. They will also learns songs and actions to
help their students to spell. This session aims to teach understanding, not rote learning.
e.g
4 syllables
vc cv cvc cvcc
ĭn/dē/pĕn/dĕnt
1 2 3 4 5 6 7 8 91011
11 sounds
Play the multi-sensory games that will inspire and empower you and your students to learn
to spell for life!
Presenter Biography:
Christine is an enthusiastic, energetic and passionate teacher with 30 years’ experience.
Chris completed a Post Graduate Diploma and Masters of Education in Special Education.
She was the coordinator of Speld Victoria for 8 years and has run a Special Education
business for the past twenty years, which includes tutoring students with learning
difficulties. She has written many books in this field; which help teach and reinforce
grammar/spelling using games and dice including the Australian Supplement for Words
Their Way. Chris has presented at International conferences in Paris, Spain, Hong Kong,
Athens, Thailand and Vietnam.
Name: Christine Killey
Title of Presentation: Making Mathematics fun with hands on games and songs
Type of Presentation: Workshop
Abstract: (Limit this to 200 words)
Using a variety of exciting dice participants will learn how to teach automatic recall, place
value, algorithms, fractions, decimals and tables in a fun way that will motivate students and
help them learn. Over 40 games will be demonstrated.
Learn how to vary the games to suit different abilities within the classroom.
Participants will also learn a few new songs about maths to help their students to learn and
love maths.
Presenter Biography:
Christine is an enthusiastic, energetic and passionate teacher with 30 years’ experience.
Chris completed a Post Graduate Diploma and Masters of Education in Special Education.
She was the coordinator of Speld Victoria for 8 years and has run a Special Education
business for the past twenty years, which includes tutoring students with learning
difficulties. She has written many books in this field; which help teach and reinforce
grammar/spelling using games and dice including the Australian Supplement for Words
Their Way. Chris has presented at International conferences in Paris, Spain, Hong Kong,
Athens, Thailand and Vietnam.
Name: David Waterworth
Title of Presentation: Assistive Technology in the classroom – a review of the PAL (Planning
for all Learners) project
Type of Presentation: Series of brief papers – 70 mins
Abstract: (Limit this to 200 words) David will chair a panel of presenters who will briefly
discuss how the principles of Universal Design of Instruction were applied using assistive
technology to benefit students with learning needs within a regular classroom. The PAL
project has been operating for several years and facilitates the use of commonwealth grants
to buy assistive technology and apply it in the classroom. The panel will discuss the use of
hardware such as iPads and iPods, software such as Clicker and Texthelp.
Presenter Biography: David has been involved as a facilitator of the PAL project since 2005
alongside Associate Professor Christa van Kraayenoord of UQ and Trish Brady of ISQ. Each
year approximately 15 schools are funded and work through the program. This includes
training in technology from DSSU, professional development in UDI and electronic
mentoring. David is well known as a trainer of teachers and teacher aides having left EQ
after 28 years and setting up his own consultancy.
Each of the 4 presenters will be key people from their schools who have successfully
implemented a project using assistive technology.
Name: Mary Delahunty
Title of Presentation: 'Developing Technology Links in Learning for Students with Literacy
and Numeracy Difficulties'.
Type of Presentation: Workshop requested.
Abstract:
In this workshop the presenters will show technology links from iPad to computers, from
software to apps, from pens to communication tools that support and enhance learning.
Links to evidence based teaching will drive the literacy and numeracy pedagogy. Much has
been promoted in the area of technology but best practice is often not understood and
used.
Workshop demonstrations will include:
1. Software to support the researched process of reading.
2. Technologies from spoken to written language – including communication tools for
writing.
3. Software from the researched development of numeracy.
4. Apps to link both software and tools in the area of literacy and numeracy.
Participants are welcome to bring an iPad if they wish.
Presenters Biography: Mary Delahunty has worked in the field of learning
difficulties/disabilities for many years as a Special Education Teacher and a Student Services
Officer in Victoria. Mary has worked as a professional volunteer at SPELD Vic for many years
both managing the Professional Development Committee and as a serving member of the
Professional Computer and Technology Team and as a board member. She has presented at
many conferences promoting the use of technology for students with learning difficulties
including past presentations at the combined Brisbane/LDA conferences. She is presently a
member of the LDA council.
Name: EduardaVAN KLINKEN, Emma JULEFF
Title of Presentation:
The Development of One-to One Correspondence for children Language Disorders
Type of Presentation: Paper
Abstract:
A proportion of children with language disorders also have other development difficulties.
This can lead to a complex learning profile that can affect skill acquisition in multiple
curriculum areas. The foundational skill of one-to-one correspondence is one such area. For
many students this skill develops naturally and easily without explicit intervention from the
teacher therefore many teachers feel uncertain of how best to assist children for whom this
is not the case. The research literature provides principles that are foundational to counting,
however, there is very limited research on strategies teachers can use for children who have
persistent difficulties.
The Glenleighden School, a multi-disciplinary Brisbane school which specialises in children
with Primary Language Disorder, has been approaching the teaching of one-to-one
correspondence using a holistic therapeutic approach. Resident speech pathologists,
occupational therapists, physio therapists, music therapists and psychologist have worked
alongside the teachers to focussing their expertise on this critical area. Factors that the
team have found to impact on the development of one-to-one correspondence include
working memory, efficient memory strategies, word retrieval, activating prior knowledge,
articulation of number words, moving beyond the nursery rhyme ditty nature of counting,
development of the concept of ‘threeness’ etc, syntax and vocabulary associated with a
meaningful count, crossing the midline, visual/motor coordination, gross and fine motor
control and motivation. Using these skills as a basis, the multidisciplinary team were able to
assess and remediate students specifically focussing on the varying causes of their
difficulties.
Presenter Biography: Eduarda VAN KLINKEN
Eduarda is a teacher at The Glenleighden School. She has a special interest in dyscalculia and
the difficulties children with Primary Language Disorder have in numeracy. She has been a
tutor in the development of early numeracy skills at QUT, presented at various state and
national conferences and published in peer reviewed journals. She is on the management
board of SPELD.
Additional Presenters: Emma JULEFF is a teacher at The Glenleighden School, teaching a
class of 5 and 6 year olds. She has been a leading part of this project.
Name: Dr Lorraine Hammond
Title of Presentation: Everybody’s selling it but what does a systematic, direct and explicit
approach to early literacy instruction really look like?
Type of Presentation: Workshop (Keynote Address Day 2)
Abstract: Since the authors of the National Inquiry into the Teaching of Reading (2006)
recommended ‘evidence based explicit phonics instruction’ these terms have become
increasingly popular in the marketing of new literacy resources. For teachers, the choice of
phonics programs is overwhelming and raises the question as to whether the ‘explicit
phonics instruction’ described in resources is actually what the authors of the National
Inquiry had in mind. In this session terms like ‘Gradual Release of Responsibility’, ‘Direct
Instruction’ and ‘I do, You do, We do” will be clarified and one model of an early literacy
program will be demonstrated that does comply with an evidence based approach to
teaching literacy in the first two years of school, but that is not based on any one
commercial program. Participants will learn the fundamental importance of task analysis,
teacher knowledge and mastery learning to the attainment of early reading and spelling
skills by examining work samples and participating in an explicit literacy lesson. Can your
pre-schoolers tell you why the vowel sound in rain is spelt /ai/ and not /ay/?
Presenter Biography: Dr Lorraine Hammond is an academic from Edith Cowan University in
Perth Western Australia. For the last few years she has spent her time researching in Early
Childhood classrooms observing and supporting teachers to implement evidence based
literacy approaches. Lorraine has published in the areas of literacy instruction, the
preventing of literacy difficulties and supporting teachers to understand the nomenclature
of early literacy and effective instructional strategies. Lorraine is the President of Learning
Difficulties Australia and a Board Member for Dyslexia Speld in WA. While learning
difficulties and disabilities, instructional design and evidence based practice are her areas of
academic scholarship she particularly enjoys speaking at conferences and working with
teachers in their classrooms.
Name: Justine Bomm
Title of presentation: Learning to read while reading
Type of presentation – Workshop
Abstract
The ability to read, understand and use information from texts is critical to students’ success
at school. Struggling readers need to be explicitly taught skills to become better readers.
This workshop will focus on two reading strategies that have been proven to improve
literacy outcomes for students in a literacy support program in a secondary setting.
The first strategy is called ‘read aloud/think aloud’. Although reading aloud is commonly
used in classrooms it proves to be very difficult for struggling readers. Using a narrative text
that has been specifically written for the literacy group, students are guided to read aloud
and while doing this they are explicitly taught reading strategies through a think aloud
approach. By working in a small group with a teacher all students become confident and
willing to read aloud. After each session students complete learning activities in their own
copy of a workbook written to accompany the text.
The second strategy ‘as you read’ teaches students to comprehend what they are reading
using an approach derived from the writing on reading strategy developed by (PEEL, 1985)
and annotating text by Carol Porter-O’Donnell, 2004.
This session will discuss the two strategies, the evidence and the resources that support
these strategies that have been used in the learning support program in a secondary school.
Other practical strategies to support struggling readers will be identified.
Outline of the workshop.
The first strategy will be demonstrated using the text ‘Finding Frances’ which was written
specifically for the Learning Support program by Young Adult Fiction author Casey Lever.
Each aspect of the guided reading practice will be broken down into its teachable steps and
explained. Examples of the learning activities will be given to participants to demonstrate
how students develop further skills beyond decoding.
To share the second strategy participants will be given a small sample of text and the guide
questions so that they themselves can experience the ‘as you read’ strategy. After the
activity a discussion will be held to share the experience and its implementation in the
classroom.
Finally, a list of practical strategies that work will be given to participants and an
explanation of when these strategies work best.
Presenter Biography:
Justine Bomm is Teacher in Charge of Enrichment and Learning Support at Ipswich Girl’s
Grammar School and has worked with students’ experiencing reading difficulties for the
past twelve years. In the last twelve months she has worked at Independent Schools
Queensland as a project officer (Special Education) and provided support to schools catering
for students with disabilities.
Name: Jan Cavanagh
Title: ' A Timely Introduction to Patterns With Deadly Maths'
Abstract
Beginning with reality and a focus on discovery, patterns emerge from simple things like
'Calendars' and 'Steps'. Body movement followed by hand and then mind activities lead to
rich patterns, interesting mathematical reasoning and higher order thinking.
This is an active workshop. Bring an open mind and willingness to participate.
Jan Cavanagh works at the YuMii Deadly Centre at QUT.
She is passionate about teaching Mathematics for understanding, through active pedagogy.
Name: Jan Roberts, Director, Learning Pathways
Title of Presentation:
Individual teaching of students with learning difficulties
Workshop. Aimed at classroom and specialist LD teachers, primary and secondary levels
ABSTRACT:
Supported by DVD segments of students in action, a few informal case studies will be shared. The
presenter will outline each student's program and their progress. Discussion will cover a range of
needs and strategies to help overcome difficulties. Strategies discussed in this workshop can be
applied to general classroom teaching.
BIO JAN ROBERTS
Jan has been a primary and secondary classroom teacher. She specialises as a tutor in
teaching learning skills and building confidence in students and adults with learning
difficulties. She has conducted many PD seminars. Jan has recently published The Australian
Primary Spelling Program, which is based on recent research. She is also the author of
Spelling Recovery (ACER Press and Fulton, UK); Comprehension Plus, Advanced
Comprehension Plus; Literacy cards for learning; and Step by step Text Analysis; and coauthor with Dr E De Bono of the Manual for Education in Six Thinking Hats.
Name: Karen Peel
Title of Presentation: Ubuntu/Botho Together Promoting Self-Regulated Learning
Type of Presentation: Paper
Abstract:
This presentation highlights the establishment and functioning of an Ubuntu/Botho
classroom, centered on the classical African philosophy, where we can only be human
together. The study of a classroom of preteen and teenage students establishes the value
of exploring personal pedagogical principles to identify the fundamentals existing in a
learning environment that potentiates self-regulated learning. Rather than the teachers
resolving to motivate their students to take personal responsibility for learning, a more
realistic and satisfying goal is to reflect on their pedagogy in practice in order to design
motivating classrooms and to facilitate opportunities for students to develop transferrable
lifelong learning skills. This pedagogical focus design aims at providing an environment so
students can learn; and subsequently evolves into situations with students themselves,
actually wanting to learn.
Emerging from this study are findings worth sharing with teachers for their research
substance but also to encourage other teachers to follow a similar process of pedagogical
reflection in their own classroom. The focus design of the Potentiating Learning Milieu in the
study describes a classroom climate supported by collective values, where the atmosphere
and mood promotes positive teacher and student interpersonal relationships, and connects
student centred learning. Embedded within the Potentiating Learning Milieu are
pedagogical innovations that routinely became part of everyday practice. The two
innovative structures that guide students’ behaviour and the learning process are
acknowledged as ‘The Code of Conduct’ and ‘The Code of Learning’. They provide a
metalanguage that supports personal awareness of behaviour choices and thinking
processes for learning. These structures and the fundamentals of the learning milieu are
practically explained with reference to their relevance to developing students who learn to
know; and know how to learn.
Because pedagogical reflection empowers teachers to logically understand what they do so
they can confidently do what they do, well; this presentation aims to explain how teachers
can undertake a similar process and reflect on their own style of applied skills, innovations
and personal understandings about teaching and learning. Rather than suggesting a
standardised pedagogy for lifelong learning this study reveals the value in teachers
reflecting on their pedagogy in practice to understand the logic in what they do, so they can
perceive their own potentiating learning milieu.
Presenter Biography:
Karen Peel lectures in the Faculty of Education at the University of Southern Queensland
within the field of Curriculum and Pedagogy. With 25 years primary school teaching
experience in a range contexts, her expertise to build capacity is in making the connections
between theory and practice, which determine her academic teaching and learning.
Publications to date are focused on research from observations in the field and linking these
to theoretical constructs for interpretation. Achieving a Diploma in Teaching (Secondary), a
Bachelor of Education Degree and a Masters in Education (Curriculum and Pedagogy), Karen
is currently embarking on her PhD research journey exploring specifically motivation for selfregulated learning in social contexts.
Name: Jane Batham
Title of Presentation: Using iPads for Learning and Assessment
Type of Presentation: Workshop
Abstract: Many children with learning difficulties have difficulty expressing ideas through
conventional written assessments. This practical, hands-on workshop will instruct and
inspire participants to harness the creative capabilities of iPad technology in capturing
student thoughts using a number of easy-to-use apps. iPads and other digital technologies
can be applied to create valid learning and assessment opportunities for students who
would otherwise struggle to access the curriculum in Science, History and other learning
areas. iPad technology can provide alternative learning assessments for students with finemotor difficulties or other difficulties with writing.
Participants will be introduced to simple apps that can be used easily to record reading
samples, create visual and oral reports and plan for written tasks. Ways that student work
can be shared with others will also be explored.
Participants require access to an iPad and free apps including SonicPics, PicCollage, ShowMe
and a QR code reader.
Presenter Biography: Jane Batham is an experienced primary school teacher, currently
working as a curriculum support teacher and early years classroom teacher in a catholic
school. She has a passion for exploring ways that new technologies can be used effectively
to enhance teaching and learning experiences. She is currently undertaking a Master of
Education research project in this area.
Name: Dr Nicole Ann Todd
Title of Presentation: What makes an effective secondary support teacher? A focus on
personal characteristics.
Type of Presentation: Paper
Abstract: In a study of secondary support teachers who address the needs of students
experiencing learning difficulties, it was found that working in the recommended way was
strongly related to personal characteristics. Ten characteristics were identified as
influencing the way these support teachers worked, either co-teaching, assisting individual
students in the classroom, withdrawing students for intensive work, or consulting with
classroom teachers. Although some of these personal characteristics, such as flexibility,
were anticipated in the findings, the strength of their influence as a factor in how support
teachers work was remarkable. The original focus of this study was not on personal
characteristics but they emerged from the data as influential. This presentation will
conclude with ramifications of this research such as recommending that principals have
increased involvement in the employment of support teachers in their schools. The issue of
the extent to which these characteristics can be learned will also be addressed.
Presenter Biography: Dr Nicole Ann Todd is currently the Special Education Program
Coordinator at the University of Southern Queensland (USQ). She is based at the Springfield
Campus, Brisbane. Her varied career in teaching, consulting with teachers and as an
academic across Australia and overseas has been based on her passion of enhancing
learning for students experiencing difficulties, particularly in the regular diverse classroom.
Her research has included the role of support teachers (working in the area of learning
difficulties in literacy and numeracy) at the secondary level.
Name: Emily Jones /Robyn Winchester
Title of Presentation: Incorporating Dimensions of Learning (DoL) Strategies to support
inclusive practices in a secondary school setting
Type of Presentation: Paper
Abstract:
Over the past four years, MacGregor State High School has been involved in a review of
pedagogical practice; that is, how teachers teach. As a result of the research into “best
practice” teaching and learning frameworks, the adoption of the Dimensions of Learning
(DoL) pedagogical framework of teaching and learning has been adopted and adapted to the
secondary educational setting. The framework places a strong emphasis on the deliberate
development of complex reasoning processes (or higher-order thinking) while continuing to
focus on the importance of the learning environment and the role played by all learners
throughout the process. The consideration and re-evaluation of approaches to linking
thinking and learning, while continuing to pursue inclusive practices, is not an easy task. This
paper will investigate the adjustments and best practices required in a particular secondary
setting not only to the environment and curriculum but also to the attitudes, perceptions
and ‘habits of mind’ in a quest to enhance education for a diverse range of learners. For
students experiencing significant difficulties with literacy and/or numeracy, support
networks within the school, the planning and implementation of subject areas and the
provision of challenging learning experiences for diverse learners need to be considered in
order to develop/ enhance ‘best practice’ inclusive curriculum and pedagogy.
Presenter Biography:
Emily Jones is a Support Teacher – Literacy and Numeracy at MacGregor State High School.
She trained and taught as a Home Economics Teacher before continuing her studies to
complete a Graduate Diploma of Education (Resource Teaching) and changing her teaching
area to supporting students with difficulties in enhancing literacy and/or numeracy
achievement levels. Emily has worked in both primary and secondary school settings as a
Learning Support teacher. She is currently participating in the Dimensions of Learning
pedagogical framework training at MacGregor State High School and applies this
pedagogical framework to her teaching particularly when supporting and enhancing the
education of the diverse range of learners in this secondary school.
Additional Presenters:
Robyn Winchester is the Head of Special Education Services at MacGregor State High School.
Her role encompasses not only students with verified impairments, but also students with
significant literacy and/or numeracy and students who identify as indigenous. Robyn has
been in various educational roles for over 25 years including teacher of students with
verified disabilities, advisory visiting teacher for Speech-Language Impairment, EAP
Validator and HOSES and has been invited to join the Positive Partnerships team for
supporting students with ASD. She is also the parent of a young man with ASD and ADHD. As
well as being a ‘coach/ mentor’ for staff within the faculty, Robyn supports and encourages
HODs and individual teachers across the school to engage in differentiation/ inclusive
practices using the Dimensions of Learning to provide challenging yet realistic tasks for
students with significant literacy/and or numeracy needs.
Name: Tanya Dickson
Title of Presentation: ‘Teaching Students with Learning Difficulties in the Classroom’
Type of Presentation: Workshop
Abstract:
‘If students don’t learn the way we teach them, then we must teach them the way they
learn. Sometimes those ways that they learn require us to change the way in which we
teach.’
(Tate, 2004)
Many students with Learning Difficulties experience memory, processing, language and
concentration difficulties. Often these challenges are ‘invisible’. This workshop will outline
specific and practical strategies that teachers, education assistants and parents can use to
support learners across the curriculum to decrease student’s anxiety levels and to increase
feelings of self esteem, autonomous learning and individual success!
Having taught students experiencing Learning Difficulties for many years in various
countries, I observed a pattern in the student’s strengths, areas of difficulty, the strategies
they responded to best and the progress they made in their learning across the curriculum.
The result .......... a specific ‘Learning Toolkit ©’ that is individualised, simple and easy for
students, teachers, assistants and parents to integrate in their day to day work at school and
home.
The workshop will focus on all types of Learning Difficulties, a ‘Toolkit’ of effective strategies
to support students who learn differently across the curriculum to ensure they reach their
individual potential with minimal stress and maximum confidence!
Presenter Biography:
Tanya Dickson is a Mainstream and Special Education teacher, consultant, lecturer and
presenter with many years of experience working in Australia, the UK, Middle East and
China. She has been privileged to work with students of various ages, their teachers and
families across different cultures and educational systems – both in the classroom and as a
Learning Support Specialist. Tanya has also held numerous management and leadership
roles and is currently self employed as an author, consultant and professional development
facilitator for Inclusive Learning. She works both within Australia and abroad. Sharing
information and strategies to support individuals who learn differently is her greatest
professional passion. Her book, ‘Teaching Students with Learning Difficulties: Why some
people learn differently and effective strategies to help them’ will be published in early
2013.
Name: Walter Howe
Title of Presentation: The use of assessments in the inclusive classroom
Type of Presentation: Workshop
Abstract: (Limit this to 200 words)
The work of Professor Patrick Griffin at the University of Melbourne has shown how group
standardized assessment data can be used by in-school professional learning teams to plan
differential instruction for all students in reading comprehension. This workshop will outline
Professor Griffin’s research and extend its application by demonstrating how individual tests
can also be used to help classroom teachers (with the assistance of learning specialists and
others) better plan appropriate and effective instruction for their students. The York
Assessment of Reading for Comprehension (YARC), which replaces the Neale Analysis of
Reading Ability and the Woodcock-Johnson Tests of Achievement, Third Edition, Australian
Adaptation, will be used as examples of individual assessments.
Presenter Biography: Walter Howe is a former secondary English teacher and school
counsellor in NSW. He currently works as an Educational & Developmental Psychologist in
Sydney for his company, Psychological Assessments Australia Pty Ltd (PAA). He directed the
Australian standardisations of both the YARC and WJ 3 and has conducted numerous
workshops in recent years for specialist teachers and psychologists on the use of both these
tests. He keeps up to date through regularly attendance at conferences and workshops in
Australia and the US
Name: Dr Lillian Fawcett
Title of Presentation: Beyond Look Cover Write
Type of Presentation: Workshop
Abstract: This workshop provides an overview of Frith’s literacy acquisition model and the
current research in this area with a specific emphasis on learning spelling. Participants will
be introduced to a multisensory strategy for improving students' spelling (particularly
students with learning difficulties), which incorporates the two key phases of Frith’s model
(the alphabet and orthographic phase) and encompasses the best practices highlighted in
the current research into spelling. The strategy can be successfully applied to the learning of
any word. Pre-spelling knowledge such as phonological awareness will be discussed and
consideration will also be given to a range of strategies for assessing spelling.
Workshop Outline:
Introduce Frith’s literacy acquisition model
Discuss current research on the importance of phonological awareness for literacy
acquisition.
Discuss testing of, and strategies for, developing phonological awareness.
Discuss current research on the importance of phonic knowledge for literacy acquisition and
the three levels of phonic knowledge.
Discuss current research on the importance of orthographic knowledge.
Discuss some strategies for teaching root words, affixes and spelling rules – participants
share own ideas for developing students’ knowledge.
Provide a step by step explanation of a multisensory spelling strategy including the
theoretical basis for each step.
Practise the strategy as a group and then in pairs.
Discuss the three levels of spelling assessment - standardised tests, weekly spelling lists,
application.
Analyse a sample spelling test and a piece of writing using the Brann Spelling Analysis.
Discuss areas of weaknesses and therefore areas requiring a teaching focus.
Show 'Spelling Bee' video of competent speller.
Questions
Presenter Biography: Dr Lillian Fawcett has over 20 years experience in education, is an
accredited Dyslexia-SPELD specialist teacher, and has additional qualifications in psychology.
She has developed a range of spelling and reading programs based on well-research literacy
acquisition and memory retention principles which has enabled her to successfully help
hundreds of students improve their literacy skills. Lillian is currently involved in Curtin
University’s on-line Bachelor of Education program and runs a private literacy practice.
Presenter Names: Dr Susan Galletly and Prof. Bruce Knight
Title of Presentation: CAMLIT: Middle-School Literacy Acceleration emphasizing Student
Metacognition & Self-management, and Motivation & Engagement.
Type of Presentation: Workshop (preferably a longer time slot to enable teaching tips and
practical applications, which teachers can take away with them, to be included.
Abstract:
CAMLIT (CQUniversity Accelerated Metacognitive Literacy Intensive Tuition), developed by
Susan Galletly and Bruce Knight in 2011, is middle-school intensive tuition focussed on
building not just literacy but also academic buoyancy: accelerating students key literacy
skills while also making them metacognitive about how to keep improving both their
motivation-engagement skills and their literacy learning.
This dual focus has been chosen for many reasons, not least being the desire to have
students continuing to improve their literacy skills and academic buoyancy long after
CAMLIT intervention has been completed.
Literacy Acceleration is focused on using assessments and teaching-learning strategies to
accelerate the literacy components of Gough & Tunmer’s (1986) Simple Model of Reading
(and writing), namely
Language & Thinking Skills & Strategies
Reading Comprehension and Enjoyment of Reading
Reading Accuracy & Fluency
Written Expression and Enjoyment of Writing
Writing Accuracy & Fluency
Orthographic Knowledge and Skills (a key link bridging reading accuracy and spelling)
Academic Buoyancy is focused on using key components of Prof Andrew Martin’s
Motivation and Engagement assessment and student training resources.
CAMLIT is a flexible program designed to fit the needs of many and varied educational
contexts.
Thus far it has been used in three contexts:
Teacher trainees working as tutors using a 1:2 ratio with middle school students in three
schools.
Two teachers working as trainers of a class of 30 students including children with severe
literacy delay.
Special needs teachers working with high-school children with significant learning delays in
three high-schools.
Results from CAMLIT have been positive and encouraging. Bruce and Susan are keen to
work with educators wanting to trial CAMLIT in their educational context.
Presenter Biographies:
Dr Susan Galletly is a speech language pathologist, author, teacher, and reading researcher
from Mackay Qld, with a passion for improving literacy outcomes, particularly those of the
lower half of achievers. She has extensive experience working with students with learning
disabilities and their teachers, and developing literacy curricula for optimising student
learning. Susan is the author of books, journal articles and chapters in professional texts,
including her Literacy Plus products: Phonological Fun, Sounds & Vowels, Two Vowels
Talking, and The Literacy Plus CD, available from Pro-Ed Australia. From 2009 to 2012 she
worked as an LNP school-based Literacy Coach supporting improvement of literacy teaching
and learning. At the present time she conducts a private Speech Language Pathology
practice, working extensively with school aged children with literacy difficulties. Susan
writes a quarterly info-letter for educators, detailing practical effective teaching strategies,
from her website www.literacyplus.com.au.
Prof Bruce Knight Knight has extensive teaching experience in primary and special education
and University settings and has been involved in identifying, programming for and teaching
students with special needs (including gifted students) as well as conducting workshops and
seminars for teachers and parents. He has authored/coauthored twenty books and written
more than 100 papers in scholarly journals. He is a trained facilitator and Australasian
coordinator of the Strategies Program for Effective Learning and Thinking (SPELT), a thinking
skills package applicable to all students from prep through to twelve. His current research
interests include students' use of metacognitive strategies in developing literacy skills, gifted
students' perceptions of their learning experiences, the inclusion of students with special
needs in regular classrooms and catering for students with literacy learning difficulties.
Name: Shirley Houston
Title of Presentation: The Synthetic Phonics Advantage
Type of Presentation: Workshop
Abstract: (Limit this to 200 words)
Synthetic phonics instruction has been recommended as the fastest and most efficient form
of instruction in the early stages of reading and spelling in national reviews in Australia, the
UK and the USA. The research behind it is so compelling that it is mandatory in UK schools.
In this workshop, participants will be given the opportunity to discuss differences between
traditional and synthetic phonics instruction. They will be shown how a synthetic phonics
program can be implemented as part of a balanced literacy program that minimizes the
impact of dyslexia. They will have the opportunity to familiarize themselves with resources
from the Get Reading Right synthetic phonics program and enjoy multisensory synthetic
phonics games and activities they can use in their classroom. In summary, the workshop will
equip participants with understanding of the theory and practice of synthetic phonics
instruction that enables them to enhance reading right away.
Presenter Biography: Shirley Houston has been involved with SPELD for over 25 years, first
in NSW then in WA. She was employed as SPELD WA’s Educational Consultant and is
currently a Board member in the Dyslexia-SPELD Foundation. She has a Masters degree in
Special Education and has worked with students with learning difficulties and disabilities
from pre-school to tertiary level. Shirley works as a private Educational Consultant, training
teachers and working with students with learning difficulties. She is also the WA trainer for
the Get Reading Right program.
Name: Dr Irene Lategan & Lynece Cavanough
Title of presentation: AUTHENTIC DIFFERENTIATION OR JUST DIFFERENT?
ENRICHING LEARNING EXPERIENCES FOR ALL STUDENTS
Abstract
Within any given classroom there exists a diversity of learners, all of whom are entitled to
what Tomlinson and Javius (2012, p 28) describe as an “engaging and rigorous curriculum”.
Be it at international, federal, state, local or school level, differentiation in the 21st Century
classroom is mandated. Differentiated instruction is a way of thinking about teaching and
learning. It is responsive teaching which draws from many education theories and models.
However, for meaningful differentiation to take place, pre-assessment and formative
assessment is non-negotiable. The information from these assessments should reveal a
continuum of knowledge from limited to mastery. The Readiness Organiser is advocated to
allocate the next activities for the novice (limited knowledge), intermediate (partial
knowledge) and the advanced student on mastery level. Many teachers claim they are
‘differentiating’ but is it authentic differentiation or just different? Are the students with
advanced knowledge in terms of the results of the pre-assessment, being catered for
sufficiently and respectfully? Is there quality matching of instructions to student
characteristics? High quality goals that ensure maximum growth and success can be
guaranteed if they are selected in terms of the curriculum standard and analysed according
to what the students must KNOW, UNDERSTAND (that) and DO (KUD). The Model of
Differentiation (Lawrence-Brown 2004), The Enrichment Triad (Purcell & Renzulli 1998) and
the Principles of Differentiation (Tomlinson 2012) form the point of departure to ensure
students are exposed to authentic differentiation.
Presenters’ Biographies
Irene Lategan has a Doctorate in Education (Orthopedagogics) from the University of South
Africa. She has held several positions of leadership in South African schools, including a
Principal in Specialised Education. At present she is Co-ordinator of Learning Support and
Enrichment (Inclusive Education) at Villanova College, Coorparoo, Brisbane. She tutors at
Griffith University in courses dealing with the accommodation of diversity in the classroom.
She has extensive teaching experience, with the last twelve years dedicated to inclusive
practices. Co-teaching and differentiation are particular areas of interest and passion. She
has presented papers and workshops on inclusive practices at Conferences internationally.
Lynece Cavanough has worked as a Classroom Teacher and Support Teacher for Brisbane
Catholic Education. She has a Master of Education from the Queensland University of
Technology and is currently the Support Teacher for Inclusive Education at St Ambrose’s
Newmarket. Gifted and Talented Education is an area of interest and to this end she has
completed Strands Two and Three of the AGQTP School Wide Differentiation Practices. In
2013 she commenced studying a Certificate of Gifted Education with the University of New
South Wales. With a passion for helping all students access the curriculum, she enjoys
liaising with staff, students, parents and specialists to achieve better student outcomes.
Name: Janet Heffernan and Tamara Sullivan
Title of Presentation: One Model Does Not Fit All (Effective use of assistive technology in
inclusive classrooms for students with LDs)
Type of Presentation: Workshop
Abstract:
In this hands-on workshop delegates will explore how assistive technology can enhance the
learning process for students with LDs. The aim of the workshop is to demonstrate how to
use a variety of devices to differentiate the learning process. In particular delegates will
interact with Livescribe pens, iPads and selected Apps and tablet computers and see how
these devices have been successfully used in mainstream classrooms. Delegates will have
the opportunity to use each device for a simulated classroom activity and view clips of
students, teachers and parents describing the positive impact of the technology on the
learning process in the classroom and at home. Participants will be provided with a takehome reference guide and suggested classroom activities to help them implement assistive
technology into their classrooms.
Presenters’ Biographies:
Janet Heffernan
Janet has been an educator for 40 years. She has taught in Special Schools, the Early Years,
Primary years and Middle School. Currently Janet is Deputy Head of an Independent Boys’
Primary School where she is responsible for curriculum delivery. Janet is particularly
interested in differentiating the curriculum so that all students have the opportunity to
understand how to learn and how apply their knowledge in different contexts. Recently
Janet has been researching and implementing a variety of new strategies designed to assist
students to learn the skills and strategies necessary for active participation in modern
society.
Tamara Sullivan
Tamara Sullivan is Co-ordinator of Digital Pedagogy for the Junior School at Brisbane Boys’
College. She runs regular ICT Professional Development workshops for all Junior School
teaching staff. Tamara also works in the area of assistive technology, training learning
support staff across a range of different technologies to enable all boys to achieve to their
maximum potential. She also takes ICT lessons for all classes from Prep to Year 6 based
around the 5 elements of the ICT general capabilities within the Australian Curriculum.
Name: Tom Nicholson
Title of Presentation:
Spelling - what it is, why it is crucial for writing, and how to teach students who struggle.
Type of Presentation: Workshop
Abstract: When we spell the name GEORGE, why do we put an “e” after the “g” at the
beginning and end of the word? Why not spell GORG? There is a spelling rule that if there is
a G, it only has the “j” sound if it is followed by e, i, or y. The early printers invented rules of
spelling to get around this problem to alert the reader how to pronounce GEORGE. But wait,
if that is the case, what about GET and GIVE? The workshop will argue that despite the
exceptions there is much regularity in English spelling if we know what to look for.
Struggling spellers can spell better if they know about the rules. PS – for more explanation
about how the spelling of GEORGE, see Tom’s video:
http://www.screenchomp.com/t/7klv4iwuC
The simple view of writing indicates that spelling and “ideas” are both important for quality
writing. Spelling draws on the cipher, which is a large set of letter-sound rules, yet it also
draws on lexical knowledge which is one’s memory of specific spellings of words, especially
irregular spellings. Cipher spelling seems to be what happens in invented spelling. Children
spell words the way they sound. But to become a good speller, children have to learn
strategies to remember lexical spellings as well.
Presenter Biography:
Tom Nicholson is a Professor of Literacy Education at Massey
University, and a member of the Reading Hall of Fame. He teaches
human development, applied behaviour analysis, research methods,
language, literacy, and cognition, and social justice and literacy. He
has written or co-written more than 20 books and authored more
than 160 publications. Recent publications include: Dyslexia
Decoded (Tertiary Education Commission 2012 – free online, just
Google the phrase Dyslexia Decoded), Teaching Reading
Comprehension (NZCER Press, 2012), and Literacy in Early Childhood
and Primary Education (CUP, 2012). He has experience in teaching
children and adults with literacy difficulties, especially the decoding of complex words, and
the spelling of these words – and does research in these areas as well. He is married, lives in
Auckland, likes walking, going to nice cafes, looking at art, and going to movies.
Name: Mrs Susan Carter
Title of Presentation: Type of Presentation: Paper
Abstract:
This pilot study looks at the mathematics instructional practices and testing
accommodations adopted by special education teachers, Support Teachers Literacy and
Numeracy and general education teachers. The views and experiences of three participants
all performing different roles in primary schools are presented in this paper. This study has
been developed in two parts. The first part has been a quantitative study and the results of
this will be published independently. The second part of the study, reported in this paper, is
qualitative utilising a case study methodology. The findings suggest that decisions regarding
the selection and implementation of instructional practices and accommodations are made
in a collaborative manner, with three specific layers: firstly from a whole school perspective;
then refined by teams of teachers and often involving the Head of Special Education, the
Head of Curriculum, The Support Teacher Literacy and Numeracy; and thirdly by the
individual class teacher. It appears from the findings that decisions are made with emphasis
on the needs of the individual child and the specific gap in their learning rather than on the
basis of a specific disability label.
Presenter Biography:
Susan Carter ([email protected]) is both an educational practitioner and an early
career academic. She has a Master’s degree in special education and is currently a lecturer
at the University of Southern Queensland. Susan has been an educator for 20 years, 13 of
which have been spent as a principal or deputy principal in both rural and metropolitan
Australia. As an administrator she has worked in small schools as a teaching principal, larger
schools as a deputy principal, a principal of a P to 10 school and also as a principal of a large
rural school. Susan is a member of Leadership Research International team and she is
currently working on completion of her Doctorate. Her areas of research expertise include
the Subjective Well-Being of school principals, educational leadership and special needs. She
is currently researching the instructional practices and accommodations utilised by teachers
for students with disabilities. She recently presented at a national ACEL conference
regarding her research on principal’s Subjective Well-Being and is in the process of
publishing another paper concerning the decision making utilised by teachers of students’
with disabilities.
Name: Dr Michael A. Cowling, Mr Jeremy P. Novak
Title of Presentation: Using Social Networking To Remove Communication Barriers With
Students In The Classroom
Abstract:
It’s difficult to deny that we live in the information age. Evidence from the academic
literature, together with prior research into the use of social media and technology
conducted by Novak and Cowling (2011) and Cowling and Novak (2012a, 2012b) - which
has had national and international impact - highlights that for many people and
organisations, the use of a technology-based device is a daily occurrence. Further to this,
the use of these tools for communication purposes by businesses and the general public is
becoming more critical as the technology becomes part of our everyday lives. Whilst this
increase in the use of social media and technology is fine for the so-called ‘digital native’ children born in the last 20 years that have grown up with technology and made it a part of
their daily lives - the people outside of this demographic or ‘digital immigrant’ struggle with
using and comprehending the use of technical devices.
This paper details the implementation of social networking tools in the classroom as a
mechanism to enable student “passengers” to become more active participants in their
learning, especially those whom may have a learning or physical disability. Tools exist that
allow teaching staff to embed social networking into their teaching materials. Using a tool
(Twitter) that many of these students are already intimately familiar with in their social lives
(Smith and Caruso, 2010), students were able to interact with the academic and teaching
staff through devices such as iPhones, iPads and laptops (which students already own) and
have their queries appear directly on the lecture slides as twitter posts during the lecture
without needing to interrupt the class. The lecturer then used this feedback to amend their
teaching style and provide a response to queries and comments. This paper outlines the
research conducted by Novak and Cowling and the benefits and challenges of using this tool
and provides guidance for teachers and academics attempting to use Twitter in their
classroom in the future.
Biographies:
Dr Michael A. Cowling is an information technologist with a keen interest in educational
technology and technology ubiquity in the digital age. He is currently an Adjunct Research
Fellow of the International Education Research Centre and Programs Manager for the
CQUniversity Metropolitan campuses and has worked for CQUniversity for over eight years.
Dr Cowling is the recipient of 2 Learning and Teaching grants related to teaching technology
and was a 2007 recipient of the CQUniversity Award for Excellence in Learning & Teaching
(International Campuses). He is actively researching in the area of educational technology
and technology ubiquity and has conducted numerous radio and print media interviews on
the topic. He is also a member of the Technology Innovations in Learning & Teaching (TILT)
Committee at CQUniversity and has written oped articles for The Courier Mail, Campus
Review and Education Review.
Mr. Jeremy P. Novak is currently a PhD Candidate and academic at Southern Cross
University on the Gold Coast, Australia and currently holds a position on the Executive
management committee of SPELD QLD. Jeremy holds three post graduate degrees, two of
which are Masters degrees; namely a Master of Business Research and a Masters of
Business Management. His research and experience has culminated in him lecturing and
speaking internationally and throughout Australia and has been the recipient of Learning
and Teaching grants related to teaching technology. His research has had national and
international exposure from newsprint, television, and the Internet where he has been
engaged for his expert insights on a regular basses. Jeremy has extensive teaching and
lecturing experience and has a keen interest in students with a disability.
Name: Jodi Clements
Title of Presentation: The Efficacy of a Multisensory Structured Language Approach for
Grade 1 and Students at risk of a Dyslexia Profile
Type of Presentation: Paper
Abstract: (Limit this to 200 words) See attachment below.
Up to 10% of children in Australian schools are at risk of developmental dyslexia.
Consequently, Australian school teachers are teaching students who struggle with
inaccurate or slow reading, poor spelling, poor writing, and other language processing
difficulties. A major concern for this group of students is that teachers lack essential
knowledge needed to teach struggling readers, particularly children with dyslexia. Even
motivated and experienced teachers, typically understand too little about spoken and
written language structure to be able to provide sufficient instruction in these areas.
When students are left unidentified and untreated the outcome can be devastating, both
educationally and emotionally.
The stated purpose of the Joint 2013 Conference is “Pedagogy in Practice”. The addition of a
multisensory component offers teachers a promising addition to evidence based reading
and spelling practices, proven to be beneficial for grade one students and students at risk of
dyslexia. This paper will also examine the importance of early identification over a wait to
fail model, enhanced teacher training, brain research and the addition of supplementary
MSL for inclusive class settings.
The study proposed can build upon the current findings, such as those studying enhanced
teacher training and the relationship between brain function and reading to bring schools
and educators closer to understanding why generations of multisensory structured language
teachers have been committed to an MSL approach for students with dyslexia or a related
profile.
This paper will present an overview, aims of the research, methodology and significance
of the project.
Presenter Biography:
Jodi Clements has a background in education, linguistics,
dyslexia and multisensory instruction. Jodi acquired an early interest in reading
and dyslexia and relocated to the US for a number of years to study at the New
York, Orton Academy under Diana Hanbury-King. In 2007, upon her return to
Australia, Jodi founded the Australian Dyslexia Association and the Institute for
Multisensory Language Education. Jodi is currently doing her doctorate in the
Efficacy of the MSL Approach and Dyslexia, under the supervision of Associate
Professor, Dr Ruth Fielding Barnsley and Dr Chris Rayner.
Name: Sarah Hart
Title of Presentation: An Introduction to the Numicon Approach
Type of Presentation: Workshop
Abstract:
Transform the way students understand mathematics
Numicon is a multi-sensory approach to numeracy instruction, using structured apparatus,
designed to give students the understanding of number ideas and number relationships.
Numicon grew out of a classroom based research project founded in the daily experience of
intelligent children having real difficulty with mathematics.
Developing early number ideas is complex and is frequently underestimated. The key idea
for students to understand is that numbers do not occur randomly, but are part of a highly
organised system – filled with many patterns.
This interactive session incorporates practical Numicon activities together with evidence
based instructional practices. It gives educators the opportunity to reflect on their numeracy
pedagogy whilst supporting them in processing new and challenging ideas. We aim for
participants to feel inspired and confident to start using Numicon whether in the classroom,
in support groups or working one-to-one.
The Numicon session will:
• Explore the underlying rationale and learning theory of a multi-sensory approach
• Consider the factors affecting students’ mathematical learning
• Provide an overview of the Numicon teaching program
• Consider how to start working with Numicon in your setting
• Provide plenty of hands-on practice using Numicon resources and activities
Presenter Biography:
Sarah Hart [BTeach (Prim), Grad Dip Ed (LS), MLI (ECE & LS)]
“What we learn with pleasure we never forget. “ (Alfred Mercier)
Sarah has taught for 17 years in State, Catholic and Independent Schools across Queensland
in a wide range of positions in classroom, learning support and special needs settings. She
has held several middle management roles including Key Teacher, Year Level Coordinator
and Learning Enhancement Coordinator.
Sarah has a keen interest in improving student outcomes through skill development,
effective teaching and the fostering of positive attitudes to learning. She is dedicated to the
notion of differentiating teaching to incorporate all learners. Her breadth of knowledge is
derived from extensive study and research into current practice. She has enjoyed making
theory relevant to the classroom context for ten years as an education consultant for
Edsource, Pat Edgar, Results and Oxford University Press and regularly facilitates workshops
for teachers around Queensland and beyond.