Wednesday, 10 October 2012

Strategy #4: The spelling and reading top 10

Strategy #4: When the going gets tough...shift the focus.

Some of you reading this may believe that if your child has an identified weakness in a particular area of learning, one of the best ways to address this weakness is to focus more intently on it. I agree with this to a certain extent. For example, if you or your child's teacher has used a particular strategy to explain a concept to your child and they are still struggling with it, I believe it is then appropriate to try a different approach. However, I don't believe it is healthy to continue to focus on this concept to the point where the child starts to question their own self worth because they begin to view themselves as a failure.

We know that children with learning difficulties, especially dyslexia usually have a poor self image which ultimately affects their learning. If your child is having difficulty learning to read and write, or they are finding it difficult to keep up with the rest of their class, it is very important to shift the focus away from academics so they don't come to believe that this is who they are as a whole person. It is only a small part of who they are and therefore they should not be defined by this.

A poor self image can impede a person's emotional and intellectual development throughout their life. Here's what media mogul Kerry Packer once said about his school life.

“My life was sport. I was academically stupid. My method of
surviving through school and those sorts of things was sport.”

Fortunately for Mr Packer he had the tenacity to over come his learning difficulties to become one of the world's most successful entrepreneurs, however, some students are not so fortunate. Here are some things you can do for your child to shift the focus away from academics.

1. Reward effort not results:

When it's time for the school reports to come home I always read the attitude comments first. If my children are concentrating in class and their teachers are happy that they are putting in all the effort they are capable of I am more than happy with that. Liz Dunoon, author of "Helping children with dyslexia" says, "I always believe a mark of average C or 50-70% pass is exceptional" for her own children with dyslexia, and I have to agree. Your children need to know that you love them unconditionally, regardless of the results shown on their school report.

2. What is your child passionate about?

I'm not talking about saving the world here, but I'm sure some children would say they are really interested in SOMETHING, be it the environment, bugs, dinosaurs, rocks, monster trucks, dance, drama, cooking, soccer, martial arts or athletics.

If your child doesn't know what interests them, and you don't know what they like to do or what they are good at, then find out! There are many and varied activities such as museums or programs set up by local councils in the school holidays that cost minimal amounts of money. Take your kids along and let them experience some success outside of the classroom. It has been proven that if children experience success in one area of their life, they begin to believe that can achieve success in other areas of their life too. Mr Packer is a prime example!

3. Link their passion to books:

After you've discovered what subjects interest them, take them along to the local library and see which sections they gravitate towards. Borrow and read books for pleasure so that they begin to associate reading as a pleasurable activity.

4. Make a positivity poster:
You can call this anything you like, but basically your child places a picture of themselves in the centre of the cardboard and then draws or collages pictures of themselves doing all the things they like and are good at around the picture.

If they'd like some written words, perhaps you could scribe (write) them down so the expressive process is not lost by trying to spell words correctly. Try some of these words to get you started:

The idea is for your child to see there are many things in life that they are successful in. Invite members of your family and friends to write positive comments on small slips of paper that can be added to the poster should your child wish. This is such a positive experience and goes a long way to help your child develop a sense of who they are that is not defined by their academic success.

Until next time,

Monday, 17 September 2012

Strategy #3: The spelling and reading top 10

Strategy #3: Read, read, read!

When your child begins formal schooling at the age of 5 or 6 they bring with them sophisticated listening and speaking skills which will help them interpret the print they will encounter inside the classroom and within the community. Hopefully they will have a sound understanding of the alphabet (the symbols or the "morphemes" of our language) and the sounds (the "phonemes") they represent. How then does your child use this information to become a fluent reader? The answer lies in the practise of reading itself.

Here are some useful strategies to help you and your child enjoy reading and encourage them to become life long readers and ultimately life long learners.

Shared Reading:

This works very well with children under the age of eight. I am an advocate for introducing babies to books so they attach positive emotions to reading from a young age.  Shared Reading involves sitting with your child and reading to them.


By encouraging your child to interact with the book it allows them to orientate themselves with the conventions of literature which involves such things as learning how to hold the book, identifying the front cover as well as the characters and the print within the book.

When you read, move your finger underneath the words which will show your child that we read from left to right (in English). Your child will learn to respect books and associate positive emotions to this experience as you bond together through the reading experience.  

Paired Reading:

Is a strategy you can use to help your child with reading fluency. It follows on beautifully from Shared Reading and allows your child to make meaning of unfamiliar words as they experience them within the story. The method involves a skilled Reader (the parent, older sibling or school buddy) and the child who is learning to read, both reading a book together. Paired Reading differs from Shared Reading as both the parent and the child read the book aloud at the same time. The parent (or more skilled reader) needs to move their finger underneath the print so that both readers stay together.

Every child benefits from taking part in a Paired Reading session, it’s not just for children with learning difficulties! Paired Reading will not only improve your child's reading ability but also their confidence.

Here’s a bonus…Parents who have used this strategy report that their children are more co-operative at home! This may be due to the child’s self-esteem improving, but it could also be due to the parent’s relationship with the child becoming stronger as parents spend more time with their children.

Take a look at the following You tube video and follow the easy steps to a successful Paired Reading session:

Paired reading has been used by Teachers to improve reading abilities in primary and secondary schools.

Paired reading is also a powerful tool that can help your Dyslexic teenager. This strategy is especially useful when they have large amounts of reading to complete for a variety of subject areas. It allows the Dyslexic student to encounter subject specific vocabulary in context.

Audio Books:

Are fantastic! If you have a learning disability it has never been easier for you to have access to assistive technology. This is technology such as computers, MP3 players and even smartphones that help you to succeed through helping you to read and therefore gain information. Many local council libraries have eAudiobooks and eBooks available for free download if you are a library member. Gold Coast residents can find out more by going to .
This little guy has the right idea, although I would like to see him open the book and read the print whilst listening to the text. Audio books provide the same opportunities as Paired Reading for your Dyslexic child to access quality literature with a sense of independence. This is so important when they are becoming older and want to be viewed as independent learners. Audio books can be loaded onto your child's MP3 player and nobody is aware if they are listening to "P!NK" or "Pride and Prejudice".
On a personal note, I have used all of the strategies listed above. When I was pregnant with my twin girls I actually read to them before they were born (I know, tragic but true!). Having already completed two teaching degrees by the time they came into the world, I understood the importance reading played in gaining early literacy, however one of my children still presented as Dyslexic. Today, she is an avid reader who has devoured more literature than her non-Dyslexic twin. I believe this is because for her, reading never lost it's sparkle.
Even though reading became somewhat laborious during the "home reader" phase of years 1, 2 and 3 (when all the children are focused on which "Level" they are on) as a parent, I kept reading to her and we kept reading together - searching in the local library for books that interested her. Then we introduced her to audio books. Fortunately for us (and you might find this works with your Dyslexic teenager too) we couldn't access the third audio book in a series she was reading, however, she did managed to find it in print and the sparkle was so strong that she just had to read the book without the assistive technology, low and behold... she was reading all by herself!
Keep reading until next time!


Strategy #2: The spelling and reading top 10

Here is strategy number 2 of my top 10 strategies to help your child become a more confident reader and speller. I'm sorry, but some of you may find this one means you need to do a bit of homework yourself, but I know you're up for it!
Strategy #2: Understand and Introduce Syllables: Once your child has a basic knowledge of letters and the sounds those letters make, then they will start to read and form simple words. When this happens it is time to introduce syllables. Many parents find it difficult to help their children with this because they do not understand how syllables work.

It’s Ok, because you're probably children of the 70’s and 80’s who were subjected to the “Whole Language” approach to teaching spelling and reading. The “Whole Language” approach focused mainly on gaining meaning from literature rather than using phonics to decode and construct words. This means you essentially missed out on learning the spelling and grammar rules, however, you were expected to observe these rules in use and apply them. It’s a little bit like running onto a European handball court without any prior knowledge of the rules and being expected to work the game out as you go along and win a gold medal. Most of us were set up to fail. Thankfully, it has been recognised that playing without the rule book is just too difficult!

Things you need to know about syllables:
  1. Language has rhythm and a syllable is a beat or clap within a word.
  2. The number of syllables in a word is exactly the same as the number of vowel (sounds) in that word. (I’ll explain this in a minute!)
  3. Within every word you have vowels and consonants.
We can see the vowels below are A, E, I, O, U and we also include Y as it acts just like a vowel in English some of the time. All the rest of the letters are consonants.

Let’s look at dividing some words into syllables:

So, if you have any of the words below, which have one vowel and therefore one syllable/beat, you place a circle around it.

Any of the following words have two vowels and therefore two syllables or beats.

When a word has a double consonant, such as HOPPING you always divide the word in the centre of the doubled consonant as this will alert your child to the doubled letter in the word. This is for them to avoid writing HOPING instead of HOPPING.
Lastly, back to point number two above. Many words are spelt with a combination of vowels. You will notice that usually when two vowels are together we pronounce the first vowel sound. You may have heard your children saying "When two vowels go walking the first one does the talking." Such as:

Boat = long vowel sound "O" / Suit = long vowel sound "U" / Eat = long vowel sound E

Breaking words into syllables makes it easier for your child to identify the sounds within a word and also makes it easier for them to remember the components of the word because it's being chunked down into smaller pieces.

Here are some fun activities based on those from Neil Mackay's fantastic book called "Taking the hell out of homework." They will make remembering the weekly spelling list a little easier:
  1. "Clap and tap" the syllables with your foot or march them around the room; these are all great ways to make multisensory links that help your child internalise the word. Remember that language has rhythm - that's why poetry works.
  2. "Make and break" the word. This involves borrowing some letters from your scrabble set and asking your child to make the word, then break it into syllables.
  3. Write, the word onto a slip of paper, seperate the word into it's syllables and then tear it into it's syllables. Ask your child to reconstruct it the word a few times. 
  4. "See and write" the word. Ask your child to close their eyes and visualise or "see" the word they have just worked on. Ask them to write it on their eye lids or take a photo of it. Ask them to open their eyes and look at it again, then close their eyes and see it on their eye lids "Written in fire!" Then ask them to open their eyes and write the word on a piece of paper.

By repeating this process for a few minutes throughout the week your child should have more sucess with their weekly spelling words.

Remember, syllables help your child to pronounce words correctly and this will help them to make connections with those spelling words and eventually transfer them from their short term to their long term memory.

Until next time,


Wednesday, 12 September 2012

Strategy #1: The spelling and reading top 10

Over the next few days I will be posting my top 10 strategies to help your child become a more confident reader and speller. Some of these strategies you may have seen before, many may be new. The best thing is, your child will actually start to enjoy reading, writing and spelling more because through using these strategies they will begin to have more success and then their confidence will begin to grow.

Strategy #1: Learn the names and the sounds of the alphabet:

This is so important and is sometimes seen as a little bit old fashioned, but I cannot stress enough how important it is for your child to become familiar with the symbols and sounds that form the foundation of our language. Singing the "alphabet song" is great, but do this whilst pointing to and holding actual letters made from wood, magnets or even play dough.

This way when your child sings "A" they will know what an "A" looks and feels like. Slow down when you come to "L,M,N,O,P" and please let them touch each letter individually! Here is an even better alternative, learn a new song. The sounds and speed in this You tube video by A.J. Jenkins are perfect for Australian kids:

Instead of placing the alphabet in a long line, sequence them in an arc around your child so they can touch each one. Let your child "flip, slide and turn" each letter to form a multisensory link with them. Tell your child the name of the letter and what sounds it makes. Start with those letters that are meaningful to them, such as the first, middle and last letters in their names or use the examples from the song above.

    When I work with individual students to Target Dyslexia we always use "Capital" or "Uppercase letters" to start with as these are easier to distinguish from each other. Then we introduce the "Lower Case" (as shown above) letters at a later stage. If you are starting this strategy with preschool children, it would be my recommendation to begin with lower case letters. If your child has been identified as having a specific learning disability such as Dyslexia, then introduce the letters using "Upper Case" first.

    At this point I think it's appropriate to talk about handwriting. As I mentioned before, children need to make solid connections between the sounds used within our language and the letters that represent those sounds. This means it is important that they learn how to write properly. Take a look below at how Ella is taught how to write her name.

    This may seem "old fashioned", and you might think it a waste of time because our children spend so much time in front of screens and keyboards these days, but I would argue for that very reason we need to encourage our children to learn to write. After all, no computers are allowed during examinations when they get into senior high school.

    Therefore, it's important that your child learns how to hold a pencil correctly, sits up straight, uses their non-writing hand to steady the page and begins by writing something meaningful to them, such as their name. If you have pre-school children, please expose them to lower case letters first (but with an Upper Case letter for the beginning of their name, just like Ella did). If you have children in school I urge you to speak to their teacher and ask for a copy of the handwriting being taught at your school. Please remember, all letters begin from the TOP.

    Until next time,


What's it like being Dyslexic?

Here's a great little animation that highlights what it can be like for students who have Dyslexia.
Hope you enjoy.


Wednesday, 18 July 2012

Dyslexia: Should I label my child?

You are possibly on a journey to discover the cause behind your child’s reading difficulties. Along this path you may have seen quite a few specialists and possibly the word "Dyslexia" has been mentioned.

This can be quite confronting for some of us...I'll admit that I was very wary of labelling my own children with a learning disability. I came to realise that I needed to put my own insecurities aside and focus on their needs above all else. Therefore, often it is parents who have a difficulty with placing a label on their child. Usually, this involves our own school experiences and not our child's current situation.

Current research has shown that by correctly identifying learning difficulties and disabilities, students (be they children or adults) experience a great sense of relief in knowing that there is something different about their "learning style" and not them as individuals that separates them from their peers. Following are 5 reasons why it is important to get the correct diagnosis:

1. So your child can come to terms with their learning difference and begin to identify and use strategies to learn that best suit them. These are called "Metacognitive strategies". For your child to posses knowledge about how they learn best is very powerful. It provides them with a sense of ownership and accountability.

2. If you or your child are Dyslexic, you're in great company! Some of the greatest minds throughout history and the present day have been diagnosed as having Dyslexia. It's an exclusive club and one to be proud of. Take a look at this great youtube video to see the good company you are in!

3. As parents, you will need to be your child’s strongest ally and in most instances their voice. You need to know exactly what their areas of strength and weakness are and why. Having the correct diagnosis gives you credibility and provides evidence in "Black and white" that there is a problem with measurable outcomes.

4. So your child’s school has all the information required to provide your child with the support needed to succeed throughout their school career. This can take the form of specialist training for teachers and support staff, in-class support, scaffolded learning experiences, providing additional time for exams, allowing your child to use assistive technology in the classroom, providing a reader or a scribe for exams or negotiating adjusted assessment tasks.

5. Presently there is no additional funding to support children identified as having dyslexia in Australian schools. Therefore it is paramount that if you believe your child has Dyslexia or any form of learning difficulty that you have not been able to find an answer for, please preserve and get  the correct diagnosis. This information can then be used by schools to inform government bodies of the real need for assistance that exists within our schools. Click here to find out how to help make your Queensland school "Dyslexia friendly".

I encourage you to take a look at Liz Dunoon's book "Helping children with Dyslexia"
especially Chapter 1 as it lists Dyslexic indicators from pre-school through to senior school.
Liz's website is loaded with information and useful strategies to help your Dyslexic child.

Until next time, take care.

Thursday, 28 June 2012

One for the parents

Very quickly, I wanted to share this thought with you from Dr Sally Shaywitz's book, "Overcoming Dyslexia".

"I strongly believe that behind the success of every disabled child is a passionately committed, intensely engaged and totally empowered parent." Sally Shaywitz, M.D

Remember, when you have a child with Dyslexia it is usually a long road to get a positive diagnosis as well as some supporting strategies in place that not only help your child but fit in with the routine of your family. I know it's difficult, but rest assured your determination and drive will see you finally find the right people and the right solutions for your child. You will be a stronger individual assured by the knowledge that you have done the right thing to ensure success in your child's educational future. Even though you may feel as though it is you and your child against the world sometimes, never give up or lose your sense of humour!

Jeanelle xxx

Wednesday, 27 June 2012

What is Dyslexia?

The word Dyslexia means: Dys = difficulty Lexia = words.
Dyslexia is a neurologically-based disorder. Individuals with dyslexia have difficulty with the sounds (phonemes) and symbols (morphemes) that make up our language. It is a specific learning disability that affects 1 in 5 students world wide. It describes what appears to be an unexpected difficulty with language. This means people with dyslexia have difficulty reading, writing and remembering written language as well as making permanent connections between the symbols and sounds in words. The perplexing thing about dyslexia is that these individuals usually have average or above average intelligence and excel in other learning disciplines.

Therefore dyslexia is not the result of low intelligence. Additionally, research has shown that the ratio of boys to girls with dyslexia is the same – they just tend to hide it in different ways. If you are still searching for a reason for your child’s learning difficulty you will also realise that dyslexia is not the result of vision or hearing problems, behaviour or emotional problems, or any lack of opportunity or motivation to learn. Perhaps your child has undergone a multitude of tests and still no diagnosis has been reached or the strategies that have been suggested to you haven’t worked. Maybe your story sounds a little bit like this…

Mum and Dad are broke because of all the testing and therapy that didn’t do anything to help the problem, maybe your child is sporting a nice pair of glasses and if you’re like us, they’ve got magnificent coloured lenses that cost you a fortune, but your child won’t wear because they look different to everyone else. Quite possibly it’s been suggested to Mum and Dad that their child should repeat a grade or perhaps medicating their child could improve their concentration because the child has difficulty focussing at school. This is because the child has possibly developed some great avoidance strategies and are trying to do ANYTHING they can to get out of sitting in their desk and reading. Avoidance strategies can take the form of, asking to go to the toilet at inappropriate times, cracking jokes, sharpening pencils, wiping down the board, cleaning out their desk, tidying the bookshelves, asking to take notes to the office…etcetera.

In primary school, your child’s development has been pretty carefully monitored. Usually, they have one teacher for the majority of the time as well as support staff who have probably helped a lot. Chances are you’ve been made aware of a problem but nobody can give you a precise diagnosis or strategies that have made any significant difference. When your child reaches high school things can become very different. If you’ve made it as far as year 8 or 9 behaviour modification has probably been suggested because your child is working through some serious anger or withdrawal issues. This is because school is getting very difficult. The amount of reading increases. There are text books, deadlines and different teachers for every subject to cope with. If your child has coping mechanisms in place, chances are they are being stretched to breaking point. Without the right support and scaffolding the dyslexic teenager can become very overwhelmed.

That’s what dyslexia looks like when it’s not diagnosed and attended to properly. So our ratio of 1 dyslexic pupil to every 5 pupils in an average Australian classroom of 30 students gives us 6 students that have dyslexia per class. Remember, these are smart kids, who have worked out that something is not quite right. Unfortunately their assumption is that they are a failure, when in fact it’s the system that has failed them. Isn’t it incredible to believe that there is no funding available for these students in our Australian school system?

Fortunately, a number of talented American researchers have been looking for a scientific explanation for the cause of dyslexia. Thanks to the research of Drs Sally and Bennett Shaywitz who head The Yale Center for Dyslexia & Creativity, we now know that Dyslexia is a neurologically-based disorder. Their research, took the form of testing, monitoring and observing a large sample of students from their first year of school (approximately 5 years of age in Kindergarten) and continuing to study them closely over a twenty year period. They compared the reading ability and IQ of Dyslexic students and non-dyslexic students as well as recorded and compared their brain images using Functional Magnetic Resonance Imaging (fMRI) whilst reading. 

For many years researchers have know that language development occurs in the left hemisphere of the brain. We also know that for students to be literate they also need to have three parts of the left hemisphere operating efficiently. These are indicated on the diagrams below, “Broca’s Area” in the inferior frontal gyrus (Green), “Wernicke’s Area” located in the parieto-temporal area (Pink) and the Occipito-temporal area (yellow).
Copyright Sally Shaywitz, M.D., Overcoming Dyslexia
Broca’s area is where the phonemes (sounds) of language are processed into articulated speech. It is a very important area for learning sounds and experimenting with producing sounds. The Wernicke’s area is the place where words are analysed. Words are literally pulled apart and put back together in order to make meaning of them. It’s where the phonemes from the Broca’s area are put into place to form words and are assigned a meaning. The Occipito-temporal area is where whole words and chunks of words are recognized automatically. Richard Gentry states that this is the place where we store our images for perfectly spelt words. Without the Occipito-temporal area we would have no fluency and every time we encountered a word, we would need to sound it out again.

What Drs Sally and Bennett Shaywitz found through fMRI research is that students with Dyslexia are not using all three of these parts of their brains when reading. They are only using the Broca’s area where initial sounds are being processed. They proved without any doubt that students with dyslexia present with a large discrepancy between reading ability and IQ.
Copyright Sally Shaywitz, M.D., Overcoming Dyslexia
Now that Dyslexia has been identified as a neurologically-based disorder it is important to keep in mind that the brain is able to grow and develop new neural pathways. Banished is the thinking of years gone by that suggested if you have a problem with the brain it was irreversible. New studies looking at “Neuroplasticity” are providing new break throughs in science which are now being applied in the area of education. Barbara Arrowsmith-Young has been a pioneer in this area, and I urge you to take a look at her book, “The woman who changed her brain”. This book was actually recommended to me by a dyslexic student, so highly recommended!

One of the things I love about working with Dyslexic students is that generally they are animated, creative and likable individuals who are usually hard working, intelligent people. It is no surprise that some of the greatest creative minds in history have been right-brain dominated dyslexics. It is very clear to see why they have so much to offer our society. There are some wonderful people working on developing programs and strategies to help stimulate the left hemispheres of the brain to help students with dyslexia learn to read.

I’ll write more about these in an up coming blog to give you some strategies to use at home and in the classroom to help your dyslexic students with reading. Until then, take a look through the following websites, they are really worthwhile and very interesting reading. I’ve also added Dr Sally Shaywitz’s book, “Overcoming Dyslexia” to the suggested reading list as well as Barbara Arrowsmith-Young, “The woman who changed her brain”.

Take a look at this fantastic youtube video featuring Dr Sally Shaywitz and some very successful Dyslexics.

Jeanelle xxx

Please take a look at these websites:


Dr Sally Shaywitz’s website.

Barbara Arrowsmith-Young’s website.

Read an article about Dr Sally and Dr Bennett Shaywitz’s research. 

Thursday, 21 June 2012

Thanks for the support

This is a very short and sweet post today. I just want to thank everyone for your positive feedback re my first post. Thank you! I am diligently working on the next. I've had a lot of electronic conversations with concerned parents of students with dyslexia and I am working these Q and A sessions into readable posts for you all. In the meantime I'm more than happy to answer any questions that come my way. Thank you again and the next post won't be too far away.

Jeanelle xxx

Tuesday, 19 June 2012


Welcome to this first post at "Targeting Dyslexia". It is my aim as a teacher and a mother of a child with dyslexia that I may be able to provide on this site some practical advice for parents, teachers and students with dyslexia. I'll try and keep things short and sweet as more and more people are time poor these days. I'll post some links to sites where you can find more helpful information, as well as listing some great... BOOKS. I love books, and I love great literature, and I believe the two go hand in hand with combating dyslexia.

I'll keep you up to date with what's happening at a government level, so as parents and students you can be aware of what developments are taking place in this country that influence your child's right (or your right) to an education. As a teacher, it is an exciting time to be working with students who have dyslexia. Many great people are currently working tirelessly at a government level to raise awareness for the financial support desperately needed by primary and secondary schools in Australia to support dyslexic learners.

Well, enough chit chat, let's get started...I recently spent three days in Brisbane listening to and being inspired by Neil Mackay. Neil is an educational consultant and trainer with 26 years teaching experience who created the concept of dyslexia friendly schools in the UK. Neil ran three workshops aimed at improving outcomes for struggling students. These were developed for teachers, allied professionals and parents of students with attentional disorders such as ADHD, those with pervasive development disorders, such as Asperger's Syndrome, and those with academic skill disorders, such as dyslexia and dysgraphia.

I found Neil to be a dynamic presenter who engages his audience from the moment the applause dies down. I felt empowered after listening to his practical techniques. Straight after the parent workshop, Neil was ushered out the door by the lovely Lynda Werner of SPELD Qld to speak with the Queensland Department of Education, Employment and Training.

The outcome of this meeting was that Queensland’s new Education Minister John-Paul Langbroek has now pledged to assist dyslexic children in Queensland schools. This was recently reported on the ABC News, click here to take a look. It's estimated that 10% of the student population worldwide have dyslexia. Sadly, Australia is one of the few English speaking countries that does not recognise Dyslexia as a funded learning disability. As a result there is no funding to correctly identify these learners or implement programs to support these students within Australian schools. Which is the source of much frustration. Parents are frustrated because they are struggling to get a correct diagnosis for their children, teachers are frustrated because they do not have the resources to help these learners (they're just guessing because there is no diagnosis unless the parents can afford the expensive fees), and consequently students are failing.

If you are a Queensland resident and wish to move this pledge into action, please contact your local State Member of Parliament and let them know your support for this to go ahead. Let's be part of history!

For more indepth helpful information,  please take a look at:
Neil Mackay's website and SPELD Qld's website.

I've listed some of Neil's books in the recommended reading section.
Jeanelle xxx