Teachers at all levels of education play a vital role in supporting students with learning difficulties and disorders.

The needs of all students, including those with learning disorders, can be catered for by implementing a three wave (or three tier) approach to instruction, assessment and intervention. This means that students are able to access high-quality instruction in literacy and numeracy in the classroom, at the initial point of teaching (wave 1), and receive additional support in a small group (wave 2) or one-to-one (wave 3) setting if required. Implementing a three wave approach to instruction ensures that schools are better equipped to cater for the needs of all students by identifying those students who are struggling to respond to classroom instruction, and offering additional, targeted support. Ensuring the use of high-quality, evidence-based programs and teaching strategies enables all students to learn, and in some cases, can reduce the level of difficulty that students with learning disorders may experience in the classroom.  

Despite the provision of high-quality initial teaching of literacy and numeracy, and an increased level of support and instruction in the classroom, there will be a number of students who will continue to find the learning process very challenging. These students, many of whom may have a specific learning disorder, will require intensive and individualised intervention specifically targeting their areas of academic weakness.

More information for teachers and tutors

How DSF can help

The Dyslexia-SPELD Foundation (DSF) is an independent, not-for-profit organisation that provides a range of services for individuals with persistent learning difficulties and disorders. Our services are designed to benefit all children struggling with literacy and/or numeracy acquisition, regardless of whether or not they have been identified with a learning disorder (such as dyslexia). We are recognised as a “centre of excellence” in the field of literacy development and in the understanding and response to literacy failure.

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