Terminology and Provision for Students with Learning Difficulties: An Examination of Australian State Government Education Department Websites

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dc.contributor.authorTodd, N.
dc.contributor.authorGaunt, L.
dc.contributor.authorPorta, T.
dc.date.issued2022
dc.description.abstractStudents with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable provision of support for students experiencing difficulties with learning. The website of each Australian state/territory government education department was examined to determine to how students with learning difficulties are formally identified and supported. It was found that considerable differences, and even conflicting information, exist both within and across education systems. Implications and the significance of this situation are discussed.
dc.description.statementofresponsibilityNicole Todd, Lorraine Gaunt, Tom Porta
dc.identifier.citationAustralian Journal of Teacher Education, 2022; 47(7):21-37
dc.identifier.doi10.14221/ajte.2022v47n7.2
dc.identifier.issn0313-5373
dc.identifier.issn1835-517X
dc.identifier.orcidPorta, T. [0000-0003-0624-3372]
dc.identifier.urihttps://hdl.handle.net/2440/147066
dc.language.isoen
dc.publisherEdith Cowan University
dc.rights© Edith Cowan University
dc.source.urihttp://dx.doi.org/10.14221/ajte.2022v47n7.2
dc.subjectlearning difficulties; learning disabilities; additional needs; inclusion
dc.titleTerminology and Provision for Students with Learning Difficulties: An Examination of Australian State Government Education Department Websites
dc.typeJournal article
pubs.publication-statusPublished

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