Graduate Certificate in Education (Learning Difficulties)

This subject explores learning across the school years from a developmental perspective with a focus on understanding the processes involved in how learners learn. It also investigates how difficulties with learning arise related to cognitive processes like attention, information processing, executive functioning, and self-regulation. The relevance of the science of learning to classroom interactions will also be investigated, with a focus on the use of evidence-based principles of instruction and multi-tiered logic and collaborative practice in support of effective differentiated practice for diverse learners.

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Responsive teaching in numeracy is critical not only for sustainable learning, but also for the emotional and social wellbeing of learners with mathematics learning difficulties including dyscalculia. Evidence-based assessment and intervention enables practitioners to meet learners at their points of need and guides change for inclusive practices through multi-tiered systems of support.

This subject draws on developmental, cognitive and neurocognitive perspectives to examine learning difficulties in mathematics and implications for assessment, instruction, intervention, engagement and wellbeing of learners. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Specifically, an explicit structured approach using the concrete-representational-abstract model to build essential conceptual, procedural and declarative knowledge of mathematical concepts will be examined. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing mathematics learning difficulties.

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Responsive teaching in literacy is critical not only for sustainable learning, but also for the social emotional wellbeing of diverse learners experiencing learning difficulties in reading and/or writing including dyslexia. Evidence-based assessment and intervention enables practitioners to meet diverse learners at their points of need and guides change for inclusive practices through Multi-Tiered Systems of Support.

This subject draws on contemporary theories and explanations of the impact of learning difficulties and disabilities on literacy and examines their underpinning assumptions and implications for assessment, instruction, intervention, engagement, and wellbeing of learners. Specifically, an explicit structured approach will be taken to building foundational skills of oral language, phonology (phonological and phonemic awareness), sound-symbol associations (phonics) as well as morphology, semantics (the structure, use and meaning of words), syntax (sentences) and discourse level processes across both reading and writing. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings and with their diverse learners. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing literacy learning difficulties.

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This subject introduces school improvement initiatives that enhance approaches to inclusion, facilitating access, participation, and progress towards educational goals for all learners. Global conventions and local legislative frameworks that support inclusive education will be explored, as will policies and resources for supporting learners with learning difficulties. Inclusive pedagogies, framed by multi-tiered program logic, will be closely examined and applied to education settings including Response to Intervention and School Wide Positive Behaviour Support. Inclusive pedagogies such as Universal Design for Learning and differentiation will be explored as ways to support the implementation of Multi-Tiered Systems of Support. Assessment tasks will include the use of school data to explore gaps between theory and practice in supporting learners with learning difficulties and an action plan for change will be developed, inclusive of collaborative practice, that will lead to improvements in teacher quality and learner outcomes.

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