Supporting and navigating your child’s journey with learning difficulties

Supporting and navigating your child’s journey with learning difficulties can be an intimidating process, especially in the early stages of investigating the situation.

Queensland schools support students with learning disorders by providing access to a range of supports tailored to meet individual needs.

Seeking the support of your child’s school teachers is an important step to understanding how they are progressing, what support they are receiving and working together towards a plan for your child’s development.

Once you arrange a parent-teacher interview, it is important to be prepared and know how to approach the conversations to ensure you get the most out of your meeting.

7 Tips for meeting with your child’s school

Code Read Dyslexia Network shared “7 Tips for meeting with your child’s school” written by Sarah Mitchell, Dyslexia and Literacy Consultant, that can help you enter the parent-teacher meeting confidently, with topics including:

Prepare

Keep all reports, emails, and notes in one folder for easy reference. Research effective teaching strategies and prepare key questions. Focus on solutions, practice responses, and stay constructive to ensure the best support for your child.

What to Ask?

Ask if your child has an Individual Education Plan (IEP) and request assessment reports. Inquire about interventions, their effectiveness, and whether they are evidence-based. Clarify what accommodations are provided and ensure the IEP includes targeted support, not just adjustments.

Put everything in writing

Take notes during the meeting and email them to attendees for confirmation. Record key points, action items, and deadlines. Request a follow-up review date and details on how progress will be measured.

Use time wisely

Prioritise key concerns, focus on solutions, and ask necessary questions. Stay future-focused and arrange follow-ups if needed.

Follow up

Check in after two weeks and maintain monthly communication. Collaborate with teachers rather than relying on your child for updates.

Leave silent space

Ask direct questions and allow time for responses. Silence can encourage deeper discussion and problem-solving.

Educate respectfully

Share concise resources with teachers and inquire about learning difficulty training. Support their knowledge without being confrontational.

For more information and resources contact our team or check out our library. Take the first steps towards your child’s future!

Click Here to Download the Guide

CALL Scotland (Communication, Access, Literacy and Learning) help children and young people to overcome disability and barriers to learning created by their environment, and to fulfil their potential. They offer free resources for all to download, including their popular 'Wheel of Apps' posters which provide useful apps across multiple devices for those who have a learning difficulty: https://www.callscotland.org.uk/downloads/posters-and-leaflets/

iPad Apps for Learners with Dyslexia: https://www.callscotland.org.uk/downloads/posters-and-leaflets/ipad-apps-for-learners-with-dyslexia/

iPad Apps for Learners with Dyscalculia/Numeracy Difficulties: https://www.callscotland.org.uk/downloads/posters-and-leaflets/ipad-apps-for-learners-with-dyscalculianumeracy-difficulties/

Android Apps for Learners with Dyslexia: https://www.callscotland.org.uk/downloads/posters-and-leaflets/android-apps-for-learners-with-dyslexia/

ChromeBook Tools for Learners with Dyslexia / Reading and Writing Difficulties: https://www.callscotland.org.uk/downloads/posters-and-leaflets/chromebook-apps-and-extensions-for-learners-with-dyslexia/

Parents and caregivers should consider seeking a learning assessment for their child when they notice signs that suggest the child may be struggling or have unmet needs academically, socially, or developmentally. Below are some common indicators and scenarios where a learning assessment might be beneficial:

Academic Challenges

Ongoing difficulty in reading, writing, mathematics, or other core subjects despite targeted help and support.

Falling behind peers in academic performance.

Inconsistent performance, such as excelling in some areas but struggling significantly in others.

Child is disengaged with learning.

Frequent frustration, avoidance, or meltdowns related to schoolwork.

Behavioural and Emotional Indicators

Resistance or anxiety around going to school or doing homework.

Sudden changes in mood or behaviour, especially related to learning or school activities.

Poor self-esteem or frequent negative comments like "I'm not smart enough."

Developmental Delays

Delays in language development, such as difficulty forming sentences or understanding instructions.

Teacher or School Recommendations

Teachers or school staff express concerns about the child’s learning, attention, or behaviour.

Teachers or school staff suggest child may have other learning needs (e.g., they may use terms such as ‘dyslexia’, ‘dyscalculia’, ‘dysgraphia’, ‘learning difficulties’, ‘processing difficulties’, ‘giftedness’, ‘twice exceptional’.

The child has received classroom interventions but continues to struggle.

Signs of Specific Learning Disorders or Attention Issues

Difficulty following multi-step instructions.

Trouble retaining information, like numbers, letters, or facts.

Easily distracted or unable to stay focused for age-appropriate periods.

Difficulty knowing how to get started on academic tasks or assignments.

Difficulty organising tasks or materials.

Transitions or Life Changes

Struggles to adapt to changes in schooling, such as moving to a new grade level, a new school, or a different learning environment.

Parental Instincts

If parents feel their child isn’t thriving as expected, it’s worth exploring further.

Next Steps

Start with the School: Speak with teachers, guidance officers, learning support, or the school psychologist and find out what help your child has received, and what support is available at school. Speld’s Advisory Line (3391 7900) can help with information and resources to support you in talking to the school.

Consult a Paediatrician: A paediatrician can rule out medical causes for learning concerns.

Audiologist and optometrist checks: Rule out hearing and vision problems.

If you are still concerned about your child’s learning:

Consider a learning assessment to identify specific areas of strength and difficulty and the most appropriate interventions. The assessment report will also recommend other professionals who may be able to support your child (e.g., tutor, speech pathologist, occupational therapist, paediatrician).

If your child’s academic difficulties persist for at least six months despite targeted intervention (at school or with a tutor):

• Complete a psychoeducational assessment with a psychologist to identify whether your child may have a specific learning disorder. Specific learning disorder can be in reading, written expression, and/or mathematics. Some specific learning disorders may be referred to as dyslexia or dyscalculia. Speak to Speld or go to our website to find out more information about this type of assessment and complete the assessment form.
• Continue to monitor your child's progress.
• Speak to Speld for information regarding next steps and supports, including access to specialist teachers, the Speld library, and the Speld Advisory Line.

Remember - early intervention is key to addressing learning challenges, building confidence, and ensuring your child has all the tools and support needed to learn.

Helpful Links:

Speld Qld Advisory Line

https://speld.org.au/advisory-line/

Ph: (07) 3391 7900

7 Tips for Meeting with Your Child’s School

https://codereadnetwork.org/wp-content/uploads/2023/10/7-Tips-for-meeting-with-your-childs-school.pdf

11 Questions for dyslexia friendly schools

https://codereadnetwork.org/wp-content/uploads/2023/10/Code-Read-11-questions-for-dyslexia-friendly-schools.pdf

NCCD

https://www.nccd.edu.au/for-parents-guardians-and-carers

Decision-making Flowchart for Learning Assessments

Assistive Technology (AT) in the classroom can be extremely helpful for students with specific learning disorders and enable equity of access to the curriculum for all students.

Here are some great resources for understanding how AT can be integrated into standard classroom practice and the benefits for all students, but particularly students with specific learning disorders.

https://www.understood.org/en/search-results?query=assistive%20technology

https://www.readingrockets.org/topics/assistive-technology/articles/exploring-digital-literacy-practices-inclusive-classroom

https://education.qld.gov.au/students/inclusive-education/assistive-technology

https://www.ldrfa.org/exploring-benefits-assistive-technology/