Yes - I see this particularly in high school settings. The focus becomes on accommodations as the resourcing to begin addressing the difficulties is not available or, despite the best will in the world, ad hoc. Where students are capable, but for some processing or language difficulties, the Matthew Effect takes hold and the gaps only become wider.
"Giving a high volume of provisions takes important time away from learning support staff who could be implementing intervention" I wholeheartedly disagree! My son needs those provisions to help him to be confident he can learn with his life long DLD diagnosis. It reduces the anxiety, helps him to try and achieve and gives him hope that he can express his learning with some help. I look to specialised intervention through Macquarie Uni Reading Clinic because most teachers don't have that expertise. This is not a choice given to teachers. How can I/ you expect that when you don't mandate this type of learning in undergraduate uni teaching courses, a person has these skills. Do not downplay provisions- they can make or break a child. At this point without it, maybe he wouldn't be trying so hard.
Yes, I said that learning disabilities needed to be addressed. Also, that provisions were not the ideal measure when intervention should be happening sooner. It's the volume of provisions that takes staff away from intenvention. Nowhere did I say abolish provisions. I understand what you're saying and we are on the same side.
Yes - I see this particularly in high school settings. The focus becomes on accommodations as the resourcing to begin addressing the difficulties is not available or, despite the best will in the world, ad hoc. Where students are capable, but for some processing or language difficulties, the Matthew Effect takes hold and the gaps only become wider.
Yes absolutely. I think the siloed nature of secondary also makes it worse. Intervention is orphaned.
"Giving a high volume of provisions takes important time away from learning support staff who could be implementing intervention" I wholeheartedly disagree! My son needs those provisions to help him to be confident he can learn with his life long DLD diagnosis. It reduces the anxiety, helps him to try and achieve and gives him hope that he can express his learning with some help. I look to specialised intervention through Macquarie Uni Reading Clinic because most teachers don't have that expertise. This is not a choice given to teachers. How can I/ you expect that when you don't mandate this type of learning in undergraduate uni teaching courses, a person has these skills. Do not downplay provisions- they can make or break a child. At this point without it, maybe he wouldn't be trying so hard.
Yes, I said that learning disabilities needed to be addressed. Also, that provisions were not the ideal measure when intervention should be happening sooner. It's the volume of provisions that takes staff away from intenvention. Nowhere did I say abolish provisions. I understand what you're saying and we are on the same side.