Work

Embedding a qualified learning difficulties teacher within a hospital multidisciplinary learning difficulties clinic: perspectives of school staff

Year: 2026

Type: article

Abstract: Students with learning difficulties require comprehensive support. This study examines school staff’s perspectives of collaborating with the qualified teacher who is part of the multidisciplinary team in the Royal Children’s Hospital Learning Difficulties Clinic (RCH-LDC) in Melbourne, Australia. Using thematic analysis of survey responses from 10 teachers, we explored the benefits, challenges, and improvements in this model. School staff valued the qualified teacher’s role in bridging communication gaps between health professionals, schools, and families, translating clinical assessments into practical classroom strategies. They reported improved understanding of student needs, leading to improved learning outcomes. However, resource constraints, staff shortages, and parent communication difficulties hindered consistent implementation. This research underscores the importance of communication, resources, collaboration, and a multidisciplinary approach in supporting students with learning difficulties.

Source: Australian Journal of Learning Difficulties

DOI: 10.1080/19404158.2026.2756669

Authors: Victor Tran, Gehan Roberts, Jon Quach

Institutions: The University of Melbourne, Murdoch Children's Research Institute, Royal Children's Hospital

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: hybrid

Funder: Collier Charitable Fund