Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-04T19:13:59.779Z Has data issue: false hasContentIssue false
  • English
  • Français

Preservice Psychology Training About (Specific) Learning Differences

Published online by Cambridge University Press:  20 September 2018

Andrea Sadusky ,
Nerelie C. Freeman ,
Kate E. Jacobs  and
Andrea E. Reupert
Andrea Sadusky*
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Nerelie C. Freeman
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Kate E. Jacobs
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
Andrea E. Reupert
Affiliation:
Faculty of Education, Monash University, Melbourne, Victoria, Australia
*
Address for correspondence: Andrea Sadusky, Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton VIC 3800, Australia. Email: [email protected]
Get access

Abstract

What Australian psychologists currently learn about specific learning disorders (SLDs) through postgraduate-level training is not clear. Accordingly, the current Australia-wide study analysed 800 postgraduate psychology unit handbook entries to identify which courses teach about SLD and what they teach in this area. Only 2.38% of the identified units explicitly indicated SLD-related content, with 0.38% solely dedicated to SLD content. Descriptive analyses revealed differences in labels used for SLD. Thematic analyses identified five areas of knowledge and skills across SLD units including assessment, intervention, theory and empirical evidence, developmental and cultural awareness and sensitivity, and interpersonal communication. The present findings can inform future refinements to university-level psychology programs across Australia by highlighting the gaps and needs in psychology training.

Keywords

psychology trainingspecific learning disorderslearning difficultiesdyslexialabels
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 35 , Issue 2 , December 2018 , pp. 51 - 66
Copyright
Copyright © Australian Psychological Society Ltd 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychiatric Association. (2013). Neurodevelopmental disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. https://doi.org/10.1176/appi.books.9780890425596.dsm01Google Scholar
Australian Psychological Society. (2007). Code of Ethics. Melbourne, Victoria: Author.Google Scholar
Australian Psychology Accreditation Council. (n.d.). Search for courses in Australasia: Australia. Retrieved September 5, 2017, from http://www.psychologycouncil.org.au/course-search/australiaGoogle Scholar
Barrett, C.A., Cottrell, J.M., Newman, D.S., Pierce, B.G., & Anderson, A. (2015). Training school psychologists to identify specific learning disabilities: A content analysis of syllabi. School Psychology Review, 44, 271–288. https://doi.org/10.17105/spr-14-0023.1Google Scholar
Cohen, J. (1968). Weighted kappa: Nominal scale agreement provision for scaled disagreement or partial credit. Psychological Bulletin, 70, 213–220. https://doi.org/10.1037/h0026256Google Scholar
Cottrell, J.M., & Barrett, C.A. (2016). Defining the undefinable: Operationalization of methods to identify specific learning disabilities among practicing school psychologists. Psychology in the Schools, 53, 143–157. https://doi.org/10.1002/pits.21892Google Scholar
Cottrell, J.M., & Barrett, C.A. (2017). Examining school psychologists’ perspectives about specific learning disabilities: Implications for practice. Psychology in the Schools, 54, 294–308. https://doi.org/10.1002/pits.21997Google Scholar
Flanagan, D.P. (2011). Essentials of specific learning disability identification. Hoboken, N.J.: John Wiley & Sons.Google Scholar
Flanagan, D.P., Fiorello, C.A., & Ortiz, S.O. (2010). Enhancing practice through application of Cattell-Horn-Carroll theory and research: A ‘third method’ approach to specific learning disability identification. Psychology in the Schools, 47, 739–760. https://doi.org/10.1002/pits.20501Google Scholar
Gilmore, L., & Boulton-Lewis, G. (2009). ‘Just try harder and you will shine’: A study of 20 lazy children. Australian Journal of Guidance and Counselling, 19, 95–103. https://doi.org/10.1375/ajgc.19.2.95Google Scholar
Hazel, C.E., Laviolette, G.T., & Lineman, J.M. (2010). Training professional psychologists in school-based consultation: What the syllabi suggest. Training and Education in Professional Psychology, 4, 235–243. https://doi.org/10.1037/a0020072Google Scholar
Ihori, D., & Olvera, P. (2015). Discrepancies, responses, and patterns: Selecting a method of assessment for specific learning disabilities. Contemporary School Psychology, 19, 1–11. https://doi.org/10.1007/s40688-014-0042-6Google Scholar
Jacobs, K.E., Flanagan, D.P., & Alfonso, V.C. (2017). Evidence-based assessment and intervention for specific learning disability in school psychology. In Thielking, M. & Terjesen, M.D. (Eds.), Handbook of Australian School Psychology (pp. 145–171). Cham, Switzerland: Springer International Publishing.Google Scholar
Kavale, K.A., Spaulding, L.S., & Beam, A.P. (2009). A time to define: Making the specific learning disability definition prescribe specific learning disability. Learning Disability Quarterly, 32, 39–48. https://doi.org/10.2307/25474661Google Scholar
Klassen, R.M., Neufeld, P., & Munro, F. (2005). When IQ is irrelevant to the definition of learning disabilities: Australian school psychologists’ beliefs and practice. School Psychology International, 26, 297–316. https://doi.org/10.1177/0143034305055975Google Scholar
Macdonald, S.J. (2013). The right to be labelled: From risk to rights for pupils with dyslexia in ‘special needs’ education. In Constructing risky identities in policy and practice (pp. 55–72). London, UK: Palgrave Macmillan.Google Scholar
Meteyard, J.D., & Gilmore, L. (2015). Psycho-educational assessment of specific learning disabilities: Views and practices of Australian psychologists and guidance counsellors. Journal of Psychologists and Counsellors in Schools, 25, 1–12. https://doi.org/10.1017/jgc.2014.19Google Scholar
O'Connor, R.E., Bocian, K.M., Sanchez, V., & Beach, K.D. (2014). Access to a responsiveness to intervention model. Journal of Learning Disabilities, 47, 307–328. https://doi.org/10.1177/0022219412459354Google Scholar
Riddick, B. (2010). Living with dyslexia: The social and emotional consequences of specific learning difficulties/disabilities (2nd ed.). Oxfordshire, England: Routledge.Google Scholar
Ryan, G.W., & Bernard, H.R. (2003). Techniques to identify themes. Field Methods, 15, 85–109. https://doi.org/10.1177/1525822X02239569Google Scholar
Scott, T.L., Pachana, N.A., & Sofronoff, K. (2011). Survey of current curriculum practices within Australian postgraduate clinical training programmes: Students’ and programme directors’ perspectives. Australian Psychologist, 46, 77–89. https://doi.org/10.1111/j.1742-9544.2011.00030.xGoogle Scholar
Serry, T.A., & Hammond, L. (2015). What's in a word? Australian experts’ knowledge, views and experiences using the term dyslexia. Australian Journal of Learning Difficulties, 20, 143–161. https://doi.org/10.1080/19404158.2015.1089916Google Scholar
Skues, J.L., & Cunningham, E.G. (2011). A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools. Australian Journal of Learning Difficulties, 16, 158–180. https://doi.org/10.1080/19404158.2011.605154Google Scholar
Slade, T., Johnston, A., Teeson, M., Whiteford, H., Burgess, P., Pirkis, J., & Saw, S. (2009). The mental health of Australians 2: Report on the 2007 National Survey of Mental Health and Wellbeing. Canberra: Department of Health and Ageing. Retrieved from http://www.health.gov.au/internet/publications/Google Scholar
Sullivan, A.L., & Long, L. (2010). Examining the changing landscape of school psychology practice: A survey of school-based practitioners regarding Response to Intervention. Psychology in the Schools, 47, 1059–1070. https://doi.org/10.1002/pits.20524Google Scholar
Unruh, S., & McKellar, N.A. (2013). Evolution, not revolution: School psychologists’ changing practices in determining specific learning disabilities. Psychology in the Schools, 50, 353–365. https://doi.org/10.1002/pits.21678Google Scholar
Watson, J., & Boman, P. (2005). Mainstreamed students with learning difficulties: Failing and underachieving in the secondary school. Australian Journal of Learning Difficulties, 10, 43–49. https://doi.org/10.1080/19404150509546788Google Scholar