Improving learner outcomes

Testimonials

The following testimonials are a selection of comments provided when participants complete their post-course evaluation, and evaluate the success of their goals 90 days after passing their course.

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The setting of these goals enabled me to focus on the areas in which the child needed support and to set aside time to work individually with him. I have used this in my practice with other children, identifying areas which need support and providing short one to one small group sessions to address these.

Teaching Assistant
Speech, Language and Communication Needs

I have realised: 1. how systematic an intervention must be 2. the importance of ideation, motor learning, execution and feedback 3. the crucial use of prompting through questioning to shape and refine these MC skills.

Primary teacher
Dyspraxia and Motor Coordination Difficulties

The course highlighted for me that many of my current classroom procedures and supports will help any students with identified or unidentified speech and language problems. I have, through this course, developed my ideas and skills in supporting these students, by increasing my 'toolbox' of ideas.

Primary school teacher
Speech, Language and Communication Needs

I feel that the knowledge gained on the subject of MCD has given me a level of confidence in meeting the needs of these students. Previously I sometimes assumed the student was lazy, distracted or not interested. I feel that my interventions would improve the performance and coordination of these students therefore preventing undesirable behaviours developing and increasing their self-esteem.

School excutive
Dyspraxia and Motor Coordination Difficulties

My understanding of how to assess student needs has improved through an increased understanding of the difficulties some students’ experience. This course in conjunction with L3 training has provided me with the knowledge surrounding a variety of forms of ongoing assessment.

School excutive
Dyslexia and Significant Difficulties in Reading

I have been exposed to a larger variety of each of the types of interventions. Again, having the relevance and reasons why we would choose certain interventions has been highlighted as being so important when supporting students with reading difficulties.

Support teacher
Dyslexia and Significant Difficulties in Reading

Have found the checklists provided in the course materials extremely beneficial. These have also directed and improved my observations of students when assessing language for learning.

Support teacher
Understanding Hearing Loss

I have always been a fairly confident teacher but this course has really made me re visit the things that I do as a teaching professional and how I view behaviour and consequences. This has given me a renewed confidence in dealing with behaviour challenged students.

High school teacher
Understanding and Supporting Behaviour

I now am able to make simple short term goals that are achievable in order to cater for the needs of students with speech, language and communication difficulties. I now know the different types of difficulties and strategies to use to help them.

High school teacher
Speech, Language and Communication Needs

My understanding of hearing loss has significantly improved, providing me with knowledge and skills to support inclusive practise in the classroom. I now understand that no two children with hearing loss are the same therefore hearing loss can impact on not only hearing but on learning, communication and social skills. Being equipped with knowledge, intervention strategies and ongoing assessment is critical to me as a teacher.

High school teacher
Understanding Hearing Loss

I'm going to take away from this course specific information and resources to target areas of need within our school. I will definitely feel more confident in my role to support students, staff and parents and I feel that I have a toolbox brimming with new ideas and refreshed knowledge.

APLS
Personalised Learning

This course has helped me to develop a deeper understanding of personalised learning and support and a more authentic ability to assess and plan for interventions.

School executive
Personalised Learning

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