Full course description
Date and time
Friday 22 May 2020, 9.30 am to 3.30 pm
This learning event is right for you if you are working with students who have a language background other than English.
EAL/D students require specific support to build the English language skills needed to access the general curriculum. While there is variability in the learning needs of this population, students from culturally and linguistically diverse backgrounds are not immune from also presenting with an oral language or learning difficulty or disorder.
Schools need to be able to differentiate within their EAL/D population and accurately identify those students who while in the process of second language acquisition also present with more complex support needs.
This professional development day aims to provide information on the NCCD process while assisting schools to accurately identify students with an oral language or literacy difficulty within culturally and linguistically diverse communities. This program is designed to be interactive and will also explore the EAL/D learning progression, along with teaching and learning provision for EAL/D students who may be experiencing additional learning difficulties.
The annual Nationally Consistent Collection of Data on School Students with Disability (NCCD) collects information about Australian school students who receive an adjustment to address disability. Differentiating between EAL/D and students with specific language or learning difficulties/disorders is critical in providing accurate and reliable school based data.
- the ability to identify if a student has an oral language or literacy difficulty
- an exploration of the EAL/D learning progression
- teaching and learning provision for EAL/D students who may be experiencing additional learning difficulties.
Liz Riley has a career spanning over forty years in education, working in the areas of mainstream teaching, special education, inclusion and diversity, as well as school improvement and teacher capacity building. Liz currently works as a private educational consultant offering professional service and support to schools, including reviews of Individual Needs Departments and personalised Professional Learning programs, as well as providing assessment and program development for individual and cohorts of students.
Bronwyn is a speech pathologist with 30 years experience working with children in educational settings within Australia and overseas.She has a Graduate Diploma in Literacy Intervention (Melbourne University) and training in THRASS (Teaching Handwriting Reading and Spelling Skills). She is passionate about the provision of high quality, evidence based programs that focus on the development of communication and learning. Bronwyn has always worked closely with teachers to support the development of communication, language, literacy and interaction skills for all students, especially those identified with oral language, literacy or learning difficulties.