Volume 10 Issue 2

Dyslexia once thought of as a hidden learning difficulty is now exposed, due to MRI technology, as a specific learning disability. Dyslexia has a neurological basis that transverses all languages and cultures. Early identification of possible at risk students ought to occur so that immediate intervention strategies can be implemented. Schools also need to ensure that reading instruction includes all elements of ‘The Big 6 of Reading’ and these elements are taught using an explicit direct multi sensory methodology. As dyslexia has an impact on all areas of the student’s education; early intervention including adjustment to student tasks and assessments needs to occur to ensure that the student develops an understanding of dyslexia; their personal strengths and weaknesses; and strategies for successful achievement, thus enabling the student to build a positive self-esteem.

This paper reports on an initial investigation into teachers’ perceptions of the process of introducing the integrated teaching of science, technology, engineering and mathematics (STEM) using a cooperative and problem solving approach. The study was conducted at two independent schools in New South Wales and will be ongoing. The initial results indicate that while there has been a positive attitude to the introduction of STEM into the two schools, there is perceived to be a need for additional professional development that will lead to greater teacher confidence, improved attitudes, wider knowledge of the importance of STEM, and more extensive teamwork. There was also found to be a discrepancy in the perceptions of primary and secondary teachers largely due to the structure of the timetable and the disjointed nature of the key learning areas.