What Do We Do
The Learning Difference Convention is the only event of its kind in Australia, linking delegates to support networks, teacher training, resources, research, authors and information, all relating to learning differences i.e. dyslexia, dyscalculia, dyspraxia, ADHD, Autism.
Learning Difference Convention recognises that a systematic, explicit and multi-sensory approach to reading is essential and that early intervention is key. Whilst we provide FREE resources to assist with reading, we recognise that dyslexia is more than just a reading difficulty and that dyslexics have varying needs, as their relative strengths and weaknesses vary.
This unique event allows us to share the plethora of information, whether it be reading, writing, spelling, co-ordination, concentration, auditory processing, mathematics, study skills, organizational skills, self-esteem difficulties, social skills, visual processing, nutrition and more. The event allows you to ask the necessary questions, meet the experts and support groups and try out loads of resources.
The valued support of Bernadette McLean and The Helen Arkell Dyslexia Centre (The UK’s first Dyslexia Centre) has linked the LDC to expert presenters within the field of dyslexia. Over the years, SpeldNSW have provided their support . The event has triggered many a healthy debate, resulting in increased awareness, whilst inspiring unity between organisations and institutions.
The LDC offer support to parents, teachers, teacher aides and allied health professionals, for all three tiers of intervention – programs for classrooms/schools, programs for small groups and programs for those more severe who require one on one support.
LDC allows us to keep abreast with what is going on in the world of dyslexia, equipping us with the information to grow in our knowledge and understanding as educators.
LDC encourage you to look at learners in a more holistic way, focusing on what they can do well and what their individual needs are, rather than dwelling on what label you should use to categorise them. Moving from labelling to profiling helps to empower lecturers/support tutors to understand that they can provide support within the classroom, without relying on the services of an ‘expert’. Teaching for Neurodiversity 2017
It is particularly important to notice that the various SpLD overlap; this is because a student is likely to have one or more co-occurring difficulties.
In 2001, Gilger & Kaplan wrote: ‘In developmental disorders co-morbidity is the rule not the exception’ (point out that many prefer the term ‘co-occurrence’ rather than ‘co-morbidity’).