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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]
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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 

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