EDFD221

Assignment 2
Agency Report
Gabriel da Cruz

Who are we?

SPELD Victoria is a membershipbased, not-for-profit organisation.

Figure 1. SPELD Victoria logo (SPELD Victoria,

2015)

- SPELD Victoria has been operating for 48 supportive years, assisting Victorians who
have specific learning disabilities (SLD), such as dyslexia and dyscalculia.
- SPELD Victoria is the Victorian branch of AUSPELD.
- At SPELD Victoria, we believe that all children should have the opportunity to reach
their learning potential.

What do we do?
At SPELD Victoria, we aim to:
- Provide Educational Assessments for
people of all ages.
- Provide specialist teaching (tutoring) for
students with SLDs.
- Train teachers and schools to better
support students with SLDs.
- Support people with SLDs and those that
work with and care for them through
networks and information services (SPELD
Victoria, 2015a).

Figure 2. SPELDs vision and challenges of SLD

students (SPELD Victoria, 2015a)

What is dyscalculia?
- Dyscalculia is an SLD that hinders a persons learning of arithmetic,
including their ability to subitise, reflect on number sense, and
understand number relations (Williams, 2013). It can be thought of as
the mathematical equivalent of dyslexia.
- Those who have dyscalculia also tend to have poor memory (Burny,
Vaicke & Desoete, 2012).
- Research has shown that dyscalculia affects roughly 5% of the
population (Landerl, Bevan & Butterworth, 2004).
- Dyscalculia cannot be cured, but those who suffer from it can learn to
work with it, and reduce the frustration it causes (Munro, 2003).

Figure 3. Frustrated student (SPELD Victoria, 2015b)

Why is our work important?

- All children should have the opportunity to reach their
learning potential.
- When a student with dyscalculia is struggling with
mathematics, their level of self-efficacy can be highly
affected (Williams, 2013). Bandura (1995) and
Zimmerman (2000) recognise that self-efficacy and selfesteem monumentally impact a students motivation to
learn.
- Treating a students dyscalculia (through specific
learning strategies and lessons) can aid a child in
becoming resilient and help prevent the development of
maths anxiety (Williams, 2013).

Figure 4. A motivated student (Learning

Difficulties Australia, 2015)

Why is our work important?

- Andersson (2010) discussed that students with a
mathematical SLD do not catch up to their peers with time.
As this is the case, it is important that specialised lessons and
teaching methods are utilised to reduce this gap.
- Dyscalculia cannot be cured, but we can change a childs
attitudes towards mathematics (Williams, 2013). By doing this,
we can enrich their future wellbeing, and minimise negative
feelings.
- Williams (2013) states that dyscalculic Australian students
are not getting access to an equitable education. At SPELD
Victoria, we try to rectify that.
- Students with dyscalculia can develop maths anxiety, and
tend to use avoidance strategies (Rubinsten & Tannock, 2010).
This can also lead to low levels of self-efficacy and self-esteem,
and could also lead to cases of depression (Williams, 2013).

Figure 5. Parental help (AUSPELD, 2015)

Why is our work important?

- Teachers have a duty of care to reduce any possible risks a
student may face in the classroom (Commonwealth
Department of Health and Aged Care, 2000; France, Freiberg &
Homel, 2010).
- In Australia, SLDs are generally not understood by the wider
community, nor are they heavily focussed on during a
mainstream teachers education. This, unfortunately, leaves
many teachers ill-equipped to help and support their own
students. (Williams, 2013) This is why we aim to help.
- Many groups, including our parent organisation AUSPELD,
feel that there is minimal regard to SLDs in the Australian
Curriculum (Williams, 2013). While there has been some recent
progress, we still believe that our work is needed to supply
what is being lacked by the government (AUSPELD, 2014).

Figure 6. Teacher assistance (SPELD NSW,

2013)

Working with Jack

- Jack is a young boy with dyscalculia. He is struggling

with his year 1 mathematics, and his father is
concerned. He had been previously assessed and
diagnosed with dyscalculia.
- Jack is a happy child with an overall positive
environment around him. This will be very important to
his development (Bronfenbrenner, 1992), but we are
wary that, if untreated, his dyscalculia may negatively
impact his emotional wellbeing (Urbis, 2011).

Name: Jack
Gender: Male
Cultural Background: English
Years in Australia: Since birth
Family: Parents separated (living with
father), no siblings
Housing: Above Average
Health: Good
Special Need: Learning difficulty
dyscalculia
SES: High
Neighbourhood: Positive
Extra curricular activities: Snow
boarding, skiing, basketball, listening
to music
Attention: Average
Memory: Poor
Language: English average
Motor functions: Good
Social cognition: Good
(Australian Catholic University, 2015)

Ways we can support Jacks father

Jack is lucky to have a very supportive and caring
father. Jacks father is in a very good financial position,
so he has multiple options available to him in order to
assist his son. Some of these include:
- Support groups: SPELD Victoria understands that
parents of our students may need some social
support. That is why we suggest that parents
attend the regular formal and informal support
groups and events organised by the Dyslexia Parent
Network Victoria (SPELD Victoria, 2015).
- Jacks father is able afford educational computer
games and apps, which are shown to be highly
motivating for students (Williams, 2013).
- SPELD Victorias Student Learning Service
provides tutors which employ individualised
teaching and intervention learning programs for
students with SLDs such as dyscalculia.

Figure 7. Man and child playing (n.d.)

Student Learning Service

- SPELD Victorias Student Learning Service provides highlytrained special education tutors for students with SLDs.
- Our tutors employ individualised teaching and intervention
learning programs for students.
These ongoing tutoring sessions include:
- Appropriate teaching strategies to encourage student
engagement and acquisition of numeracy
- Modelling specific strategies
- Maintaining confidence and motivation through the use of
positive and constructive feedback.

- These sessions are followed by a 5 minute debrief and

feedback session with the parents, because we believe that a
parents involvement is paramount to a childs improvement
(SPELD Victoria, 2015).
- Our tutors can also tailor their program after consulting with
their clients school. This allows their teaching to be highly
relevant to the child, and allows more opportunities to learn.

Figure 8. Problem solving (SPELD

Victoria, 2015)

How can we support teachers?

- At SPELD Victoria, we provide inspiring and practical programs
and training for teaching staff to assist their students. These
programs can be for specialist or generalist teachers.
- Our consultancy programs and workshops (SPELD Victoria,
2015) are designed for teachers to be able to leave with a
wealth of resources that they can then share in their school.
This enriches their professional learning community, which can
lead to more coherent teaching and learning (Stoll, 2004).
- As a student with dyscalculia doesnt have the strongest
working memory, a teacher should give short, simple
instructions, alongside external memory aids (such as drawn or
written instructions on the board or on handouts), in order to
reduce the demands on the students working memory system
(Andersson, 2010).

Figure 10. Professional learning community

(Learning Difficulties Australia, 2015)

How can we support teachers?

- Teachers also need to create a nurturing and supportive environment
where questions and discussions are welcome. This supportive and
inclusive environment will help the students become more confident
and lessen any negative emotions they have of themselves, improving
their learning (Williams, 2013).
- Williams (2013), provides a successful strategy to help students with
dyscalculia:
Use concrete
materials to When understood
discover a
concept

Figure 11. Professional learning community

(Learning Difficulties Australia, 2015)

Write
using
numerals

When understood

Tell a story
to illustrate
the concept

Share these
word
problems

- With these ideas, and the many more in-depth teachings learned in
our training sessions, teachers can start assisting their students with
dyscalculia. What is also important is that this approach to teaching is
also helpful for students with no SLDs (William, 2013).
- The effective ness of these strategies can help minimise and possibly
avoid any disruptive behaviour that Jack may develop through his
frustration in the classroom (Lewis, 2007). They should be utilised by
both the generalist teachers as well as any specialist teacher involved.

Final Statement
- We at SPELD Victoria believe that all students deserve the
opportunity to be motivated to learn. We work with
families and schools to ensure that a student does not let
their SLD determine their academic future.
- While they cannot be cured of their SLD, we can foster
positive attitudes and resilience in our clients, which will
be necessary for them to tackle situations they will deal
with in the future.
- We make an effort to educate parents, and make sure
that they feel a part of their childs treatment and
education.

Final Statement
- As many teachers are not trained in effectively teaching
students with SLDs, we desire to work closely with school
staff. This can help entire classes as some of our
suggested teaching techniques benefit both students who
have SLDs and those who do not.
- We strive towards there being more of an awareness of
SLDs in the community.
- Most of all, we want parents, teachers, and students to
know that SLDs are not what make up a person. It is their
attitudes which ultimately matter in teaching. We believe
that the support we provide can help students and family
overcome many of the hardships that come with SLDs.

References
Andersson, U. (2010). Skill development in different components of arithmetic and basic cognitive
functions: Findings from a 3-year longitudinal study of children with different types of learning
difficulties.Journal of Educational Psychology,102(1), 115.
AUSPELD. (2014). Australian national curriculum review and federal governments response. Retrieved
April 22, 2015, from http://auspeld.org.au/2014/10/29/australian-national-curriculum-reviewfederal-governments-response/
AUSPELD. (2015).Parental help. Retrieved from
http://www.michellehutchison.com.au/upload/Dyslexia.jpg
Australian Catholic University. (2015) Avatars. Retrieved April 5, 2015, from http://
leo.acu.edu.au/pluginfile.php/1136154/mod_resource/content/1/Avatars_EDFD221.pdf
Bandura, A. (Ed.). (1995).Self-efficacy in changing societies. Cambridge university press.
Bronfenbrenner, U. (1992).Ecological systems theory. Jessica Kingsley Publishers.
Burny, E., Vaicke, M., & Desoete, A. (2012). Clock reading. An underestimated topic in children with
mathematics difficulties. Journal of Learning Disabilities, 45(4), 351360.
Commonwealth Department of Health and Aged Care. (2000). National Action Plan for Promotion,
Prevention, and Early Intervention for Mental Health.

References
France, A., Freiberg, K., & Homel, R. (2010). Beyond risk factors: Towards a holistic prevention
paradigm for children and young people.British Journal of Social Work, 40(4).
Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical
capacities: A study of 89-year-old students.Cognition,93(2), 99-125. Learning Difficulties
Australia. (2015). Home. RetrievedApril18, 2015, from https://www.ldaustralia.org/
Learning Difficulties Australia. (2015). Home. RetrievedApril18, 2015, from
https://www.ldaustralia.org/
Lewis, T. (2007) Building a realistic pyramid of instructional behavioral supports for prevention and
intervention [PDF document]. Retrieved from https://leocontent.acu.edu.au/file/e15c9dc6-4eb2542b-dbf1-2af04d69cb60/1/Positive%20Behaviour%20Support-further%20information.pdf
Munro, J. (2003). Dyscalculia: A unifying concept in understanding mathematics learning
disabilities.Australian Journal of Learning Difficulties, 8(4), 25-32.
SPELD NSW. (2013).Teacher assistance. Retrieved from http://speldnsw.org.au/wpcontent/uploads/2014/09/ULD-A-prac-guideCROPPED.jpg
SPELD Victoria. (2015). Home. RetrievedApril17, 2015, from http://www.speldvic.org.au/
SPELD Victoria. (2015a). Our mission. RetrievedApril17, 2015, from http://www.speldvic.org.au/about-

References
SPELD Victoria. (2015b).Dyscalculia and low numeracy: diagnosis and intervention. Retrieved from
http://dyslexiasupportservices.com.au/pdf_files/SPELDDYSCALCULIAMORDIALLOC.pdf
Stoll, L. (2004). Developing professional learning communities: Messages for learning
networks.International perspectives on networked learning, 33.
Urbis. (2011).The psychological and emotional wellbeing needs of children and young people: models
of effective practice in educational settings. Retrieved from
https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/public-reviewsand-enquiries/school-counselling-services-review/models-of-effective-practice.pdf
Williams, A. (2013). A teacher's perspective of dyscalculia: Who counts? An interdisciplinary
overview.Australian Journal of Learning Difficulties,18(1), 1-16.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational
psychology,25(1), 82-91.
[Man and child playing]. Retrieved from http://i.imgur.com/Yc2FgNj.jpg