English Language Learners with Additional Learning Needs

Identifying and Supporting English Language Learners Who Have Additional Learning Needs

with

Simone Cassidy

This workshop draws from Simone’s extensive experience as an Education and Training Advisor in the Refugee Minor Program (RMP) within the Department of Families, Fairness and Housing in Victoria. Most recently, as a Churchill Fellow, she travelled to the UK to meet and observe those at the forefront of inclusive education. She examined how systems can avoid a “wait to fail” approach and instead provide timely, equitable, and impactful support that enables vulnerable learners to thrive. While the focus was on refugee-background students, lessons extend beyond this group.

Simone says that determining whether a student’s learning challenges arise from language acquisition, disrupted education, disability or trauma is inherently complex. Collaboration is key between EAL specialists, disability and inclusion teams, allied health professionals, and community services. Establishing baseline data, monitoring progress and using evidence from multiple sources—including families and students—enables earlier and more accurate identification of learning needs.

To download Simone’s report and read more about her experience and achievements, go to Dorothy and Brian Wilson Churchill Fellowship to explore impactful and equitable processes to support the learning of refugee-background students - Churchill Trust