Learning difficulties in the Australian context : policy, research and practice

Woods, Annette F., Wyatt-Smith, Claire, & Elkins, John (2005) Learning difficulties in the Australian context : policy, research and practice. Curriculum Perspectives, 25(3), pp. 1-14.

View at publisher


In recent years in Australia, and more broadly, literacy and numeracy outcomes in schooling have assumed considerable prominence in education at state, territory and national levels. This has fore grounded the issue of provision of instruction to that group of students who are identified as experiencing learning difficulties. In the Australian context this group is usually defined as those students having significant difficulties in acquiring literacy and numeracy skills due to factors that are not easily attributable to social, cultural or medical reasons. In this paper we map out the field of educational provision to this group of students. We begin by troubling the notion that this group of students is somehow a homogenous, definable group whose difficulties in learning school-based literacy and numeracy can be attributed to a deficit in individual capacity is unsustainable. We then move to map the context of policy and research at a national and state level. Our aim is to set the context for the review of intervention approaches that concludes the paper. We review the research base for Reading Recovery along with intervention provided by teacher aides and support teacher learning difficulties. While we do not suggest that these approaches are the only components of educational provision for this target group, they are primary roles in the Queensland context at least, and for our purposes, as such warrant close investigation.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

938 since deposited on 21 Apr 2009
51 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 19646
Item Type: Journal Article
Refereed: No
Additional URLs:
Keywords: literacy and numeracy outcomes, learning difficulties, policy, Reading Recovery
ISSN: 0159-7868
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2005 [please consult the authors]
Deposited On: 21 Apr 2009 23:20
Last Modified: 29 Feb 2012 13:56

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page