Principal’s message

Welcome to the North East LDC Website. My name is Rosemary Simpson and I am the Principal.

Rosemary Simpson

A Bit About Me:

My background in education includes working with children:

  • in mainstream classrooms
  • with severe behavioural issues
  • with intellectual disabilities
  • with reading difficulties and;
  • with language impairments

During this time, I completed my Masters in Education, engaging in research into teaching oral language skills to students within LDCs. Oral language development continues to be my passion and I continually strive to find new research and ideas that will ensure that all students enrolled in the LDC have significantly improved language/literacy skills when they exit.

The moments I enjoy most in this role are when I hear from former LDC parents or students. Some of those stories have included students who have graduated from UWA, enrolled in TAFE, secured a full-time job in the mines or have been accepted into a childcare course. These stories are so affirming because they provide evidence that, with the appropriate interventions, students with SLI can maximise their potential I love my job!

The North East Language Development Centre is a service that includes:

1.      Direct services for students

Early, intensive intervention at the North East Language Development Centre provides an early, intensive intervention service for students with identified Specific Language Impairment in the metropolitan area.

 2.      Indirect Services (Outreach)

The Outreach service responds to the distinctive needs of public primary schools in ~ 200 schools across the North Metropolitan Region and the Wheat-belt, with a focus on improving speaking, listening and literacy learning for students with language difficulties, difference and disorders. The emphasis is on sustainable capacity building of teacher, school and system to deliver high quality learning opportunities for all.Generic-images-2

 3.      Research and development

The service conducts and supports the research, development and trialling of evidence based practices for speech, language and associated literacy by establishing collaborative partnerships with schools and universities.

Priorities

  1. Accelerate the achievement of students with language vulnerabilities because of disorder, difficulties and or disadvantage.
  2. Support schools to develop differentiated, targeted and cohesive approaches to oral language and associated learning.
  3. Build the capacity of leaders, teachers and other school staff in the area of language and associated learning to maximise outcomes for all.

Ongoing Review

The ongoing review focuses on:

  1. Updating all oral language and literacy programs, based on current research, in place at the LDC.
  2. Ensuring a whole school approach to language and literacy programs, behaviour management, record keeping, goal setting and intervention practices.
  3. A coaching approach to support and develop all LDC staff, ranging from graduates to those aspiring to leadership positions.
  4. The service model of speech pathology delivery in the LDC.
  5. The assessment protocols in place at the LDC, in partnership with Curtin University.

It takes a village to raise a child …. It takes a whole school to optimise language growth.

The danger for staff working with students with any type of disability is not that our aim is too high and we miss it, but that it is too low and we reach it. In order to ensure against this, all language areas are mapped against the Western Australian Curriculum.

Rosemary Simpson

PRINCIPAL

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