Other considerations for specific learning difficulty
English as an additional language or dialect (EAL/D)
Students who experience difficulties in reading or writing who are also learning English as an additional language or dialect (EAL/D) may find written tasks challenging.
This may be even more difficult for students who have been taught reading or writing in a language that does not use a phonetic alphabet (for example, Chinese characters).
These students will require extra support and time.
Some students might also engage in behaviours of concern. It’s important to remember students are most likely trying to communicate a need or want that is not being met.
Refer to the behaviour page for more information on how to reduce behaviours of concern by supporting the student and promoting more helpful behaviour.
Access our emotions page for more information about supporting a student with managing their emotions.
A student who experiences difficulties in their learning may need support with friendship dynamics and feeling different.
Access our school stories for more tips to help students learn about school and learn positive ways to respond to new situations.
The School Sport Unit provides inclusive sport and physical activity opportunities and pathways for students with disability across NSW. These focus on ability, participation, enjoyment and skill development. Opportunities include gala days, Multi-Sport days, knockouts and Come-and-Try Athletics days, and are available for students with disability who learn in mainstream classrooms, support classes in mainstream schools and Schools for Specific Purposes.
Inclusive school sport programs have the potential to support a student with disability’s social, emotional, mental and physical health. Watch Lexie and Anna’s stories of what sport and physical activity, both at school and in their journey through the representative school sport pathway, has meant to them.
Some students who experience reading difficulties may find locating the books they need for different subjects in their locker or bag simpler if there are visual aids such as colour coding by subject.
Access our locker checklist.
For more information about supporting students with disability when transitioning across education settings, access our transition page.
Post-school transition to adult life should begin as early as possible in school.
Aim to increase independence by working on organisational, social and problem-solving skills, and time- and self- management skills. Provide plenty of opportunities to practise them across a range of contexts.
It may be helpful to identify skill gaps and develop a support plan to help them be successful (for example, social skills, academic and/or employment skills).
Other co-occuring conditions
Some students may also experience Attention-Deficit/Hyperactivity Disorder (ADHD), difficulties with hearing, communication or anxiety.
Refer to understanding disability page or common needs page to help support the student.