Alexandra McCann

110144843
EDUC 3055
Inclusive Education

Assessment 2: Project
Dyslexia

Introduction

Educators are responsible for establishing and maintaining classroom

environments that are inclusive of all students, removing factors that may jeopardize
a child’s sense of security and support. Inclusive education allows for different and
diverse children to be provided with the same opportunities and prospects for
learning. ‘Inclusion in its most general sense refers to the right to active participation
and achieving equity through engagement in all aspects of daily life’ (Hyde et al.,
2017, p. 6). This idea remains relevant within a classroom setting, to ensure children
are not excluded, isolated or at a disadvantage from the rest of the class. Through
inclusive settings, all children are able to obtain a quality education, one which
reinforces foundations of equity, respect and understanding within the classroom.
Soodak (2010) suggests that the inclusion of children with disabilities in general
education classes, provides an opportunity for educators to implement classroom
management strategies and practices that promote diversity and community.
‘Community-building management strategies that facilitate friendships,
collaboration, parent involvement, and address challenging behaviours in a positive,
proactive, and educative manner are consistent with the goals of inclusive
education’, (Soodak, 2010, p. 1). By getting to know your student’s strengths and
challenges, their needs can be addressed through appropriate and applicable
strategies that comply with the principles for inclusive teaching. This report discusses
the learning difficulty, Dyslexia and explores the critical issues regarding the presence
of Dyslexia in the classroom, learning implications, diagnosis, accommodations and
services that are offered within and outside of the learning environment. Through
accommodating to the needs of the child through means of inclusive education, a
learning environment has therefore been created in which every student has the
opportunity to thrive.

Inclusion in the Classroom

Inclusion is built on the standard that all students should be valued for their
exceptional abilities and embraced as important members of the school community
(Alogzzine & Ysselkdyke, 2006 cited in Obiakor et al., 2012, p. 478). With inclusion,
students with disabilities and diverse needs are essentially able to achieve academic
and emotional development and success whilst learning beside their peers
(Algogzzine & Ysselkdyke, 2006, Hall et al., 2004, Theoharris, 2007 cited in Obiakor et
al., 2012, p. 478). Hyde et al (2017) explains inclusion is the promotion of the
participation of all learners in the schools of their choice; ‘making learning
meaningful and relevant for all (including those learners who are most vulnerable to
exclusionary influences) and the rethinking and restructuring of policies, curricula,
cultures and practices in schools and learning environments so that diverse learning
needs can be met’ (Hyde et al., 2017, p. 354).

The Australian Curriculum supports teachers in meeting their obligations under the
Disability Standards for Education 2005 (Commonwealth of Australia, 2006) to ensure
that all students with disability are able to participate in the Australian curriculum on
the same basis as their peers through rigorous, meaningful and dignified learning
programs. The Disability Standards for Education (2005) require schools to take
reasonable steps to ensure that a child with a disability or diverse need are provided
with the opportunities they deserve and realise their individual potential through
meaningful learning experiences on the same basis as those students without
disabilities.

One the same basis means that:

- Students with a learning difficulty should have the same opportunities and
choices with their education that are available to students without learning
difficulties
- Students with a learning difficulty are entitled to rigorous, relevant and
engaging learning opportunities drawn from the Australian Curriculum.
- Students should not have the same experiences but are entitled to equitable
opportunities to access content from all learning aspects of the Australian
Curriculum.
- Students with a learning difficulty should have access to all age-appropriate
content, but the way in which they choose access it and the focus of their
learning may vary depending on their individual learning needs, strengths,
goals and interests.
(ACARA, 2017)

Barnes (1999) emphasises the impact of positive thinking and outlooks upon the
management of successful inclusive classrooms (Barnes, 1999 cited in Rose & Howley,
2007). Barnes (1999) suggests that when confronted by challenges within the learning
environment, educators must develop strategies and coping mechanisms that
enable them to recognise the difficulties that are present in the class and take logical
steps to addressing them. Students may not learn at the same pace, have similar
thoughts, interests or needs but positive and equipped educators anticipate for all
their pupils to learn and enable them to reach their full, individual potential.

What is Dyslexia?

Dyslexia, which translates as ‘difficulty with words’ (Westwood, 2001, p. 33) is a

disorder or specific learning difficulty with a range of characteristics that vary in form
and severity (Waterfield, 2002, p. 22). In cases of dyslexia, children encounter great
difficulty in learning to read, write and spell (Westwood, 2001, p. 34) and may often
experience indications of short-term memory loss, anxiety, speech delay and
difficulties processing and sequencing information (Waterfield, 2002, p. 22).
Undeterred by a child’s intelligence and exposure to efficient teaching, dyslexia
presents a form of delay, affecting the development of literacy and language
related skills (BDA, 2009 cited in Riddick, 2009, p. 5).

Causes, Indicators and Diagnosis of Dyslexia

Identifying the causes of dyslexia has been an important focus for research in the
area of learning disabilities for many years and overtime, has engrossed the interest
of neurologists, medical practitioners, speech pathologists, psychologists and
teachers (Westwood, 2001, p. 34). Whilst some studies have implicated genetic
factors (Smith et al., 1998), central nervous system dysfunction (Kaufmann, 1996),
visual perception difficulties (Ryan, 1999), phonological deficits (Torgesen, Wagner &
Rashotte, 1997) and slow neurological maturation (Critchley, 1981), it has been
stated that ‘the cause of dyslexia is unknown; however, it is believed to be a
combination of physiological, neurological and genetic factors’ (Connel, 1999, p.10
cited in Westwood, 2001, p. 34). Hallgren (1950) found that 88 per cent of individuals
with dyslexia, had at least one family member who was also affected by the same
condition (Riddick, 2009, p. 13). Considering recent research that has focused on the
cognitive impairments underlying dyslexia, it is suggested that what it inherited is not
the reading disability as such, but rather a defect or difference in the cognitive skills
that underlie language and reading (Riddick, 2009, p. 13). Olson et al. (1990) found
that phonological skills, which are responsible for recognising syllables and nonsense
words, were highly heritable compared to reading comprehension that was not
(Riddick, 2009, p. 13). This infers that some children may inherit specific phonological
disabilities that can lead to having a severe effect on their ability to read.

In Australia, it is estimated that at least 16 per cent of the school population has a
form of significant learning difficulty in the area of literacy (Prior, 1996 cited in
Westwood, 2001, p. 25). It is imperative that educators are well-informed and able to
recognise when a child is displaying signs of struggle when learning. The effects of
dyslexia are extensive, and are recognized differently in each individual. Early
intervention is crucial; the earlier a child is correctly identified as having a learning
difficulty, the sooner the child can be provided with the adequate support and
intervention (Riddick, 2009, p. 26). Depending on the level of severity, dyslexia may
be identified within the classroom through individuals showing difficulty in letter
recognition, phonological processing, limited memory span for verbal material, weak
listening comprehension, poor pronunciation (Westwood, 2001, p. 29) and may often
appear clumsy (Riddick, 2009, p. 66). Price & Hodson (2001) identify the core
difficulties of dyslexia, when children demonstrate signs of struggle in:
- Processing the sounds in words (phonological deficit)
- Auditory short-term memory
- Retrieving words from vocabulary (naming speed)
- Recognising and remembering the ‘look’ of words (orthographic processing)
- Attaining automaticity in underlying and component skills needed for reading
and written language
- Multi-tasking
(Price & Hodson, 2001)

Ultimately, to confirm an assumed case of dyslexia, formal testing of a child’s

language, reading and writing skills is required. Price & Hodson (2001) explain that to
reach a diagnosis, a psychologist must analyse the results of an IQ battery,
achievement tests and questionnaires to effectively determine the reason for a
child’s learning difficulty, as ‘diagnosing dyslexia can be difficult as individuals
present inconsistent and contradictory profiles’ (Price & Hodson, 2001).

Classroom Implications

Reading difficulties such as dyslexia, are complex in nature and considered to be

associated with a series of deficits within the individual, such as biological, cognitive
or behavioural deficits (Hyde et al., 2017, p. 111). Within the classroom setting,
children with dyslexia are often susceptible to phonological deficits, which include
difficulty working with sounds and letter recognition (Price & Hodson, 2001). Due to
poor auditory short-term memory, blending sounds together, processing verbal
information and remembering instructions becomes difficult. Other implications to
learning include difficulty in recalling names and words, oral reading, spelling
problems and difficulty multi-tasking (Price & Hodson, 2001).

Velluntio et al. (2004) explains how a percentage of disabled readers may be

severely affected by basic cognitive deficits of biological origin that may become
increasingly complicated as time progresses and may develop into further cognitive
and behavioural difficulties (Velluntio et al., 2004 cited in Hyde et al., 2017, p. 113).
Children with a specific learning difficulty like dyslexia who are slower in learning new
skills, tend to fall behind and without the appropriate classroom resources and
support, often find themselves in a position where it is too difficult to catch up (Hyde
et al., 2017, p. 113). As their peers continue to progress in their learning, the child often
become hesitate to participate in reading and writing activities as they find it more
‘effortful and frustrating’ (Hyde et al., 2017, p. 114). Hyde et al (2017) explain that
children experiencing long-term literacy difficulties, often find themselves caught up
in a complex cycle of failure leading to disengagement from literacy learning.
Negative behaviours and attitudes associated with reading, writing and spelling are
also formed (Tunmer et al., 2002 cited in Hyde et al., 2017, p. 114). ‘They become less
intrinsically motivated as they begin to attribute their lack of success with factors
outside of themselves or that are perceived as being beyond their control, claiming
that they are dumb or the work is stupid’ (Hyde et al., 2017, p. 114). Burns (1982)
argued that there are clear links between an individual’s self-concept and school
performance (Riddick, 2009, p. 36). Individuals that have poor academic
performance and low motivation in school, are often linked to poor self-concept
(Burns, 1982 cited in Riddick, 2009, p. 36). Being labelled as dyslexic is often a learning
barrier for some children. Unsuccessful and frustrating learning experiences, may limit
a child’s confidence to take risks and essentially, promote academic progression.
Low self-esteem, self-doubt and poor self-concept are major factors in which effect
dyslexic academic achievement. These negative assumptions may result in
classroom disrupting behaviours, stress, anxiety and in severe cases, depression.

Accommodating for Dyslexia

Educators must remain encouraging, motivating and accommodating to each child

within the learning environment. Allington and Baker (1999) suggest that ‘children
who find learning to read and write difficult are best served by designing and
delivering sufficient and appropriate instruction rather than identifying them with
some label’ (Allington & Baker, 1999 cited in Westwood, 2001, p. 38). By offering
alternatives to learning and setting realistic goals, students with dyslexia will be able
to work comfortably alongside peers and obtain academic development and
achievement. Westwood (2001) suggests that the primary aim for teaching a child
with a learning difficulty, is to ultimately support the child in becoming a more
confident, active and self-regulated learner (Westwood, 2001, p. 28). Negative
attitudes within a child, only begin to develop when a child fails and becomes
perplexed. Rasinski and Padak (2000) recognise this concern and suggest that
instructional planning for children with dyslexia must remain a high priority, to which
restores confidence and conserves positive attitudes towards reading (Westwood,
2001, p. 28). Research has strongly supported the concept that high quality teaching
is the most important element in children’s literacy development (Westwood, 2001,
p. 27). Hyde et al (2017) suggests that a quality teaching performance will depend
on the capability of the teacher to properly assess the student’s challenges and
provide supporting literacy interventions.

Ofsted (2011) explains how home-school literacy partnerships have made an impact
on the learning outcomes of students that are seen as at risk to literacy failure (Ofsted,
2011 cited in Hyde et al., 2017, p. 123). Out of school literacy programs involve families
engaging in relevant and supportive literacy activities at home. ‘Parents and
caregivers should spend time elaborating on the story plot, interesting facts and
language features of the text by explaining unfamiliar words, syntax and punctuation
in a supportive dialogue context’ (Woolley & Hay, 2013 cited in Hyde et al., 2017, p.
123). Through learning consistency between home and school, mutual support and
cooperation and the responsibility for reading is effectively transferred to the child.

As children with dyslexia struggle with auditory short-term memory, providing clear,
simplified and concrete instructions are necessary in supporting these students
(SPELD, 2015). Creating visual cards for classroom reminders, writing down the
activity’s instructions, recording information on an audio device and providing
checklists are ways in which a child can use as reminders and refer to throughout the
day.

SPELD (2015) recommends that teachers use multi-sensory techniques. ‘A multi-

sensory approach to teaching means helping a student learn through more than one
of the senses including vision, hearing, touch, and movement (SPELD, 2015). This
approach has been proven effective in teaching students with a range of learning
difficulties, allowing students to use their strengths while developing their less-
competent ones.
Working with students with dyslexia and other learning difficulties, an individual should
not be expected to produce a standard of work that is beyond their current skill
ability. Reduced workloads and extra time should be allowed for these children to
complete activities, so that they can work effectively within their skill-set and
development range. Learning concepts and experiences should also be practised
and repeated a number of times. ‘Repeated teaching methods, rehearsal of tasks,
and intermittent practice will assist in both remembering and understanding
concepts (SPELD, 2015).

‘The implication for educators is to shift the focus of their assessment activities away
from emphasis solely on deficits within the learner in favour of a much broader
examination of the learner within his or her learning and social contexts’ (Hyde et al.,
2017, p. 118) Offering alternatives for assessment, should incorporate instructional
activities personalised to the child’s individual learning strengths and needs.
Particularly where literacy is not considered as the specific outcome, other modes of
assessment should be contemplated, such as one-on-one oral presentations and
recorded learning conversations.

Other recommendations made by SPELD (2015) that could be used within the
classroom:
- Use a variety of teaching styles and methods
- Experiential learning (hands-on activities and use of technology)
- Encourage the student to seek assistance
- Use diagrams and charts
- Provide opportunities for one-on-one assistance and small group learning
- Use step-by-step methods
- Provide verbal feedback and positive reinforcement
- Allow the use of aids and equipment
(SPELD, 2015)

Through conversations with the educator, school and the parents of a child, if
deemed necessary a Negotiated Education Plan (NEP) can be composed and
implemented. A NEP is a plan used predominately in DECS schools, which set out the
educational background, needs, strengths and learning goals of a student with a
disability. It provides an overview of a child’s progress and improvement in class and
is considered a valued planning tool to provide additional support to the child, so
they are able to participate effectively and succeed in learning (Djakovac, 2018).
‘The purpose of the NEP is to enable teachers, parents and support officers to
determine the need and learning priorities of the student, and jointly develop
appropriate curriculum based on the South Australian Curriculum Standards and
Accountability (SACSA) Framework’ (Djakovac, 2018). This form of planning ensures
that everyone involved in the child’s academic life, understands the needs and the
ways in which they can work collaboratively to support the child.

Appendix 1 consists of a lesson plan, modified to support a child with dyslexia. Noah
is an 8-year-old boy who has just been diagnosed with the learning difficulty, dyslexia.
Noah is the only child situated in the Year ½ class that has a learning difficulty, so he
is still unaware of the struggles and challenges presented by dyslexia. Both parents
do not have dyslexia but it has been acknowledged that members of the extended
family have been diagnosed and display similar indicators. Noah has no issue
regarding social skills and is friendly with most of the children in the class. Noah’s
behaviour is quite consistent but since the diagnosis, he has appeared to become
quite aggravated when faced with difficulty from the work provided. To cater to
Noah, visual prompts such as displays and images assist him with the learning. Opting
for different methods of recording information such as drawing pictures, taking
photos and audio recordings, Noah appears to produce quality work. He enjoys
working in a small group and partners, as he can contribute verbally whilst the other
group members record and present the information. The lesson plan relates to the
Science topic, Chemical Science. The experiences are two of six, and has been
modified to cater for the needs of Noah.

Available Support and Resources

Parents are great partners and are encouraged to collaborate and participate in
their child’s learning, through formal and informal opportunities. By providing
information, strategies and tools, it will allow them to provide quality support for their
child with dyslexia. Educators, parents and school services officers should work
together collaboratively to share insights and to make sure the child’s learning and
routines at school, are being supported in the home environment. Appendix 2
provides a collection of useful support corporations and resources and can be useful
for both educators and parents. By understanding the limitations and challenges
dyslexia conveys, ways in which to support and encourage children are easily
understand and determined.

Conclusion

Dyslexia affects 3%-10% of the population (Price & Hodson, 2001). The learning
difficulty can affect individuals that have an average or above IQ, have normal
vision and hearing and receive adequate education (Price & Hodson, 2001). It is
extremely common within the classroom and almost inevitable that a child will
present a form or level of learning difficulty. Understanding the disorder and
implementing inclusive strategies within the learning environment, assist in supporting
a child or children, that are affected by dyslexia. Through accessing resources, being
informed and constructing a NEP, both educators and parents are able to work
collaboratively to obtain a shared end goal. Effectively, through responsive action
and explicit teaching, children with dyslexia are provided with the opportunity to
develop and become an included, competent learner.

Reference List

ACARA (2017) Students with Disability, The Australian Curriculum,

<https://www.australiancurriculum.edu.au/resources/student-diversity/students-
with-disability>
Festus E. Obiakor, F.E, Harris, M, Mutua, K, Rotatori, A & Algozzine, B (eds) (2012)
Education and Treatment of Children, Vol. 35, No. 3, pp. 477-490.

Hyde, M, Carpenter, L & Dole, S (eds) (2017) Diversity, inclusion and engagement, 3rd
Edition, Oxford University Press, Melbourne Vic.

Riddick, B (2010) Living with dyslexia: the social and emotional consequences of
specific learning difficulties/disabilities, 2ndedition, London, Routledge.

Rose, R. & Howley, M. (2007) Becoming an inclusive teacher. In The practical guide
to special educational needs in inclusive primary classrooms, London: SAGE
Publications Ltd, pp. 10-22, DOI: 10.4135/9781446213865.n2

SAASSO (2018) South Australian Association of State School Organisations Inc. <
http://www.saasso.asn.au>

Soodak, L.C (2010) Classroom management in inclusive settings, pp. 327-333,

<https://doi.org/10.1207/s15430421tip4204_10>.

SPELD (2015) Classroom Accommodations for Students with Learning Difficulties and
Disabilities, Dyslexia - SPELD Foundation LITERACY AND CLINICAL SERVICE,
<Shttps://lo.unisa.edu.au/pluginfile.php/1808460/mod_resource/content/1/Informat
ion%20Sheet%2027%20%20Classroom%20Accommodations%20for%20Students%20w
ith%20Learning%20Difficulties%20and%20Disabilities.pdf>

Waterfield, J (2002) Dyslexia: Implications for Learning, Teaching and Support, Planet,
Vol. 6, No. 1, pp. 22-24, DOI: 10.11120/plan.2002.00060022

Westwood, P.S (2001) Reading and learning difficulties : approaches to teaching and
assessment, Learning difficulties Ch. 3, pp. 25-38, Camberwell, Vic.
 Appendix 1

Unit Planner for Learning in Science

What is the learning focus?

Concept(s): Thinking and Working Scientifically:
Materials can be mixed together
for different purposes for different Identifying patterns, relationships and justify conclusions
reasons
When certain ingredients are Recording, reporting and communicating findings
mixed together, they can cause
a reaction
Materials make up everyday Make meaningful connections with prior knowledge and experiences
items and objects in our
environment
Certain mixtures can also be Generating investigable questions
separated
Dispositions:
Students become
- confident and involved learners of chemical science,
- develop a curiosity into the effects of combining different ingredients
- respond to challenges by using thinking scientifically and obtain the ability to implement developed
scientific thinking into everyday life.

Prior Knowledge/Engagement Learning Experiences (s):

Experience One
This lesson is designed to identify prior knowledge, refer to previous understanding of
‘solids, liquids and gases’ and introduce the topic ‘mixtures and materials’ while initiating
engagement. Throughout the past week the students have been reading ‘George’s
Marvellous Medicine’ as a supporting resource and can be related to the concept of
mixtures throughout the unit.
Have an image present on the board to remind Noah of what the book looks like and
discuss the key ideas of the text that were read in the previous lesson. Discussion will be
audio recorded for Noah to re-visit.

- Introduce the topic of ‘Mixtures and Materials’ with students by referring to their
prior knowledge of how materials can physically change in a variety of ways (this
should be a relatively new concept for Year 1’s but Year 2’s should demonstrate a
strong understanding). Make sure visuals are displayed on the board at the front
of the class to use as prompts.
- Place a cube of ice on a large plate or in a glass and leave it in students view.
Allow a little time so that the cube starts to melt, if sunny take the ice cube outside
to fasten results. Allow for Noah to sit up the front, so he is able to see the ice cube
closer. This is so he can hear directions and the teachers comments clear, so he is
able to focus on watching the ice cube.
 - Ask students prompting questions such as:
What was it before? Can you describe it?
Why did it change?
Did it change slowly or quickly?
Could you make it go back to how it was before? Why or why not?
15-20 minutes
Write the prompting questions on the board rather than just verbally, as children with
dyslexia struggle with auditory short-term memory.

- Ask students to consider what a mixture is and if they can think of mixture they
have used or seen around the house?
Noah is able to write or draw on a piece of paper an example of a mixture he has
seen around the house
- Make a mixture map (refer to Appendix 3)
Read out the questions clearly and constantly repeat them when discussing. Make
sure the writing is large and still readable from the back of the classroom.
- Discuss what the mixture is made out of and how it may be used? (eg. cup of tea
contains milk, tea and sugar and may be used by a parent to drink)
- Discuss texture and how these materials/ingredients may look and feel to touch
and record words on the board or sheet of paper so that these words can be
revisited and referred to in further experiences.
- Make sure the writing is large and still readable from the back of the classroom.
Use visuals and images.
- Display recorded words on a wall so Noah can re-visit them throughout the day.
- Make sure the writing is black and bold so he is able to focus on reading the
words.
- Ask students when they are at home or out and about, to look out for different
mixtures and their uses.
- Write a reminder in Noah’s book/diary, with a short, concise explanation.
15-20 minutes

The resource Primary Connections- Spot the Difference was used as teaching resource as
a guided script through this experience, by using questions to explain the effects of the
melting ice cube at a designed Year 1 level.

Experience Two
The object of this experience is for students to comprehend different mixtures and the
effects that combining them may have. Students learn to classify materials as solids,
liquids or gases according to their observable properties and identify reversible or non-
reversible changes in substances. They use appropriate scientific vocabulary to describe
and explain their observations.
Reflect on last lesson in detail. Discussion will be audio recorded for Noah to re-visit.

- Discuss with students how cooking and following recipes is a form of chemical
science.
- Discussion is recorded
- Separate the class into two groups and have two experiment stations set up; this
ensures that everyone has a close view of what is happening.
 - Place Noah is a good which has a strong learner who can support him. Allow him
to work with a partner
- Introduce the two ingredients, water and corn flour. Propose to the children what
they think would happen when these two ingredients are mixed together, ask
what the mixture would look, feel or smell like.
- Have the recipe displayed on the board
- Place cornflour in the bowl (1.5 cups) and then stir in the water (1 cup). Allow the
groups to stir the mixture and assist when necessary.
- Make sure Noah as a turn of stirring as this is a form of multi-sensory experience
- After 5 minutes, the mixture should turn into slime. Allow time for students to
observe and feel the mixture.
- Make sure Noah as a turn of feeling the mixture, as this is a form of multi-sensory
experience
- Ask a few students to explain what they saw and how it felt and was what they
initially thought would occur correct or different?
- If confident, prompt Noah to share his thoughts. If not, allow Noah to draw what
he visually saw or how it felt. Noah can re-visit the sheet displayed on the
classroom wall which includes adjectives relevant to mixtures.
15-20 minutes

- Propose to students what they think might have when vinegar and sodium
bicarbonate are mixed together? Discuss their predictions.
- Record Noah’s prediction through an audio recording device.
- As a whole class, pour ½ a cup of vinegar into the empty soft-drink bottle using a
funnel
- Pour 1½ tablespoons of sodium bicarbonate into the uninflated balloon
- Carefully stretch the mouth of the balloon over the mouth of the bottle making
sure the sodium bicarbonate stays in the balloon
- -Lift and shake the balloon so that all the sodium bicarbonate pours into the bottle
and let go of the balloon, the balloon will quickly inflate with carbon dioxide gas
produced by the reaction.
- Make sure Noah is sitting close so he is able to concentrate and focus on what is
occurring.
- Ask children to explain what they saw and why they think it may have happened.
- Record Noah’s answer or allow him to draw a representation.
15-20 minutes

The resources ‘Kitchen Chemistry’ and ‘Fizzly, Bubbly Science’ were used throughout this
experience to guide how the experiments were carried out productively and produced
success results.
-
Appendix 2

Resources and Accessible Support

AUSPELD
- http://auspeld.org.au/-

Reading Rockets: Top 10 Resources on Dyslexia

- http://www.readingrockets.org/article/top-10-resources-dyslexia

SPELD SA: The Specific Learning Difficulties Association of South Australia

- http://www.speld-sa.org.au/

Learning Difficulties Australia

- https://www.ldaustralia.org/

Australia Dyslexia Association: Solutions for those who Learn Differently

- http://dyslexiaassociation.org.au

South Australia: Department for Education

- https://www.education.sa.gov.au/supporting-students/dyslexia

SA GOV: Learning difficulties and learning disabilities

- https://www.sa.gov.au/topics/education-and-learning/disability-and-special-
needs/learning-difficulties

Children’s Books that can be read to recognize traits of dyslexia or support children
with the learning difficulty:

‘Sleepy Kiwi’ By Katherine Q. Merewether

‘It's Called Dyslexia’ by Jennifer Moore-Mallinos

‘Tom Gates: DogZombies Rule (For Now)’ by Liz Pichon

‘The Twits’ by Roald Dahl

‘My name is Brain Brian’ By Jeanne Betancourt

‘Fish in a Tree’ By Lynda Mullaly Hunt

Appendix 3

We use them We find them

Mixtures

We make them They can be