Dyslexia Work Programme

Professional development for education professionals remains at the heart of actions that will truly make a difference for those with dyslexia. Dyslexia has been somewhat misunderstood as a disability in the past, but in truth it is often the education process that is the true disabling agent.


Dyslexia is an alternate way of thinking, not a literacy deficit, so it cannot be dealt with by one-size-fits-all literacy interventions work. Dyslexia does impact literacy objectives, but the dyslexic mind is reflected in much wider ways within the education system both academically and behaviourally and, without this being clearly understood, we will continue to see negative outcomes rather than the potential of these students.


At a meeting with the Minister of Education and Ministry of Education officials on 14 May 2008, the Foundation outlined a Dyslexia Work Programme with “baby steps” to enable the Government to step up with a modest amount of funding for a programme that would get interim work underway while the Ministry continued its wider policy work.  


This three-step programme proposed support for reading behavioural specialists, work to ensure teacher training includes dyslexia modules, and implementation of a Dyslexia Research and Development initiative. Specifically it would:

  1. Support RTLBs and RT:Lits into a front line, lead role through:

    a) A professional development programme
    b) Providing them with resources as necessary including the wide distribution of the existing dyslexia brochure "Breaking down the Barriers" and the soon to be released Resource for Teachers to all schools

  2. Ensure that Teacher Training includes dyslexia modules sufficient to prepare first year teachers for dealing with the dyslexic student
  3. Implement a Dyslexia Research & Development initiative to explore best practice

The programme was positively received at the May meeting, with the committing to report back on the first and third items, and the Foundation agreeing to advance the second item. Subsequently, this work has been referred to the Ministry of Education and we are awaiting further developments. However, given the Ministry’s overarching focus is on policy, it seems unlikely that a professional development programme or research and development will be on the action agenda anytime soon. In fact, given the apparent lack of forward momentum, the Foundation has now moved to launch its own initiative to empower schools to deal more effectively with dyslexia – the 4D | For Dyslexia programme. Click here for more information.

 

Teacher Training

In regards to the teacher training element of the Dyslexia Work Programme proposed in May, the Foundation has been in touch with key contacts at New Zealand’s main tertiary institutes to better understand dyslexia-specific teacher training.


To date, we have received responses from four tertiary institutes as outlined below.

Waikato University
The School of Education, University of Waikato, offers two optional courses, to both pre- and in-service teachers.

Reading Difficulties
An advanced course for Honours/Postgraduate Diploma/Masters Students (pre- and in- service teachers, reading specialists).

Dyslexia
A 300 level course for pre- and in- service teachers. In 2009 the course will be available to all students (e.g. Psychology majors).

The School of Education also has a Reading Centre (Hamilton Children’s Reading Centre) for children experiencing reading difficulties.  The Reading Centre provides research-based diagnosis and tuition for children experiencing reading difficulties.  Tutors are primarily pre-service teachers who have completed their BTch and are enrolled in Honours, Postgraduate Diploma, or Masters degree courses.

Contact: Dr Sue Dymock - sdymock@waikato.ac.nz


Victoria University of Wellington

Victoria University offers both pre-service and postgraduate programmes for early childhood, primary and secondary teachers. The emphasis in our pre-service programmes is on

preparing teachers who have an understanding of diversity, and the importance of providing an inclusive programme for all learners. Priority is given to ensuring graduating teachers are able to deliver a balanced classroom programme. In literacy courses, students are introduced to the draft literacy progressions which illustrate detailed skills that are require for reading and writing and Sound Sense: Phonics and phonological awareness teacher support materials. They are trained to understand that careful assessment and analysis should form the basis of instructional decisions. Our students are encouraged to understand that as beginning teachers, they should also seek assistance from tutor teachers and specialist support services, such as Resource Teachers: Literacy (RTLit) and Resource Teachers: Learning and Behaviour (RTLB) for students who have persistent difficulties in reading and writing.  


Our postgraduate programme includes two papers related to difficulties in literacy acquisition suitable for primary and secondary school teachers, and one paper that critically examines issues in literacy in the early years (0-8).


VUW also offers a post graduate training programme for RTLB. In this programme the focus is upon in-depth investigations of the ecology of classrooms and the ways in which students with special teaching needs can be assisted by effective interventions. Such interventions are planned with teachers and jointly delivered by the teacher and the RTLB. As it is recognised that the term dyslexia covers a heterogeneous population and lacks diagnostic specificity, RTLB are trained in the use of careful ecological assessment of academic behaviours which allows for individualised support based upon sound, research based practices.


For further information, please contact:
Liz Jones (PhD) Associate Dean (Academic) 
Faculty of Education
Victoria University of Wellington
DD: 04 463 5939
Liz.Jones@vuw.ac.nz



Massey University
  • Massey has the only specialised post-grad qualification in NZ in literacy education, and covers reading difficulties/disabilities including dyslexia. This programme leads to a postgraduate diploma (4 courses) and can lead to an MED through research
  • Massey has several after-school reading clinics in Auckland that dyslexic pupils can attend
  • Massey is organising a conference on dyslexia in January 2009.

Contact: Tom Nicholson
T.Nicholson@massey.ac.nz



Otago University
Literacy Courses - University of Otago College of Education

The pre-service teacher education courses in primary education concentrate on effective literacy practice and individualising instruction. Students are encouraged to build on children’s strengths and to use quality assessment tools and analysis to identify the specific learning needs of children.


The research shows that children who experience persistent difficulties with reading and writing are a diverse group. Working with these children is outside the scope of a three year pre-service teacher education programme.


As beginning teachers they receive on going education from a tutor teacher for the first two years after graduation. They would be guided by their tutor teacher when preparing to meet individual children’s needs.


The tutor teacher would also advise when to seek specialist knowledge from Resource Teachers who might include Literacy (RTLit), Resource Teachers: Learning and Behaviour (RTLB), Reading Recovery tutors, speech-language therapists.

Contact: Clare Church
clare.church@otago.ac.nz