“That ICPA Qld lobbies the Department of Education (DoE) to provide support and mandatory training for teachers, teacher aides and Principals in rural and remote schools to identify early signs of learning difficulties and to ensure timely communication with parents and referral to appropriate support services.”
Early identification of learning difficulties is critical to ensuring students receive timely and effective support. However, in rural and remote schools, limited training and unclear processes can result in delays or missed identification of conditions such as dyslexia, speech and language delays and vision-related issues.
Mandatory training and clear referral pathways would support staff to recognise early indicators of learning difficulties and provide them with the confidence and guidance needed to engage effectively with parents. They would also ensure consistent escalation to Principals, guidance officers and relevant support services, enabling timely intervention and the delivery of appropriate support programs.
Without early identification and structured follow-up, students risk falling behind academically, placing additional pressure on families and impacting long-term educational outcomes. Clear accountability and defined processes are essential to ensure no student is overlooked.
Case Study
A student who completed all of their primary schooling at a small rural school was not identified as having dyslexia even though they were taught by the same teacher for four years. Throughout this time, the parent repeatedly raised concerns and sought reassurance that appropriate support was in place. It was later discovered that the student had only participated in a support program for one term at the end of Year 6, after it had been overlooked for several years. This delay in identification and intervention significantly impacted the student’s learning and highlights the need for consistent monitoring, clear processes and accountability to ensure no student is missed.
