ACT public schools support students with learning difficulties with evidence-based teaching practices and interventions.
While there is no national definition used in Australia, the term ‘learning difficulties’ generally refers to students who experience difficulties in reading, spelling, writing and/or mathematics. Of these, reading disorders are the most common.
Learning difficulties can be caused by factors including neurodevelopmental conditions (such as dyslexia, dyscalculia, dysgraphia, dyspraxia, auditory processing disorder and developmental language disorder) and environmental or physical factors (such as frequent absenteeism and exposure to trauma).
Every classroom has diverse student needs and schools make reasonable adjustments for all students who require these to access their education. Teachers are skilled at differentiating their teaching practice to benefit all learners.
In general, ACT public schools support students with learning difficulties through active monitoring (in the classroom as well as using standardised testing) and Response to Intervention, an evidence-based tiered approach that responds to the needs of different students with quality whole-class instruction, small group targeted instruction and individualised intervention.
All school staff have access to professional learning to support students with learning difficulties including facilitated networks, online and in-person training, and coaching.
With reading disorders, the most common learning difficulty among students, the ACT Government has invested significantly in literacy learning outcomes across ACT public schools, including through engaging nationally-regarded literacy consultant Christine Topfer, and appointing instructional mentors and champions to build teacher capability and leadership capacity to implement effective literacy instruction.
All ACT public schools have access to the Education Directorate’s School Psychology Service along with the Allied Health Service, which includes occupational therapists, speech language pathologists, physiotherapists, social workers and allied health assistants.
Parents and carers with concerns about their child’s progress are encouraged to speak to their classroom teacher about the possibility of an Individual Learning Plan. Every school has a Disability Education Coordination Officer who can support this process.
Parent/carer communication pathway (students with learning difficulties)
Parents and carers are encouraged to discuss their concerns about their child's learning with the school. There are two options for this discussion. They are outlined as a series of steps below.
Your child already has an identified learning difficulty diagnosed by a psychologist or paediatrician:
- Share written documentation with your teacher and request a meeting to discuss.
- At the meeting, review your child's current needs and potentially develop an Individual Learning Plan (ILP) to document additional support.
At least twice a year arrange to meet the teacher to discuss progress and update the ILP as needed. You are concerned but your child does not have an identified learning difficulty:
- Request a meeting to speak with your child’s classroom teacher.
- At the meeting, discuss concerns, current needs and existing support. Ask whether additional supports may need to be developed. Schedule a follow-up appointment between 5 and10 weeks later.
- At your follow-up appointment discuss if improvement has been made.
- If your child has made improvement, continue working with their teacher to maintain academic progress.
- If no improvement has been made a review of your child’s current needs may be necessary. An Individual Learning Plan (ILP) to document additional support might be discussed.
- At least twice a year arrange to meet the teacher to discuss progress and update your child’s ILP as required. Communicate with the school team and school psychologist to discuss if a psycho-educational evaluation is appropriate for your child.
Useful resources about learning difficulties
The Australian Federation of SPELD Associations 
(Auspeld) represents all state and territory SPELD (specific learning difficulties) associations, which promote effective literacy and numeracy instruction for all learners and represent and support children and adults with learning difficulties and specific learning disorders. Auspeld has produced a range of resources for parents.
Victorian Department of Education: Students with learning difficulties includes information for parents about understanding, identifying and supporting your child’s learning difficulty.
Speech Pathology Australia (the Association) has a range of fact and information sheets on important topics. If you are unable to find information on a specific topic contact the Association .
The ACT Council of Parents & Citizens Associations is the peak body of ACT public school Parents and Citizens Associations