Online training for
Special Educational Needs
Main Telephone NumberMain: +44 (0)1273 900053|Training Telephone NumberTraining: +44 (0)1273 900224|Contact your regional support team
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Courses for Northern Territory

Northern Territory Government

www.nt.gov.au/ Opens in new window

Our Vision: Young Territorians are confident and capable global citizens.
Our Values: Professionalism | Respect | Innovation | Diversity | Excellence

Student Support (Department of Education) offer a range of free OnLine Training courses for all school based staff across NT Government, Catholic and Independent Schools.

These courses build the capacity of staff to provide for the diverse needs of all students across primary, middle and senior years.

Further information and registration:

For Government staff: http://ed.ntschools.net/studserv/studentsupport/Pages/Online-Training-Courses.aspx Opens in new tab

For Catholic and Independent staff: email [email protected]

Image of booksThe online courses are delivered through a supported training model. This model includes tutor-led sessions for discussions, presentations and sharing of resources as well as self-paced individual study.

Each course runs over a period of 10 - 12 weeks. Participants join a cohort of up to twelve people led by a trained tutor.

As far as possible the three Face-To-Face (F2F) sessions are held in person at a location designated by the Tutor. However, participants in remote schools may be required to use video-conferencing (usually LYNC/ SKYPE for Business) to join these sessions.

What courses are available?

Understanding Autism Spectrum Disorders / ASD

View course outline

In many classrooms there are students who may:

  • have difficulty communicating and relating to others
  • have behaviours and interests that are restricted and repetitive
  • appear distressed over changes in routine
  • be overly sensitive to some sounds, movements, smells and tastes
  • appear to be unaware or insensitive to the feelings of others

These students may have an autism spectrum disorder and as the term suggests they may have a range of abilities that vary from those with severe intellectual disability through to individuals with exceptional abilities.

Autism spectrum disorder is a lifelong developmental disability and students, whether they are low or high functioning, may need significant support in the classroom. This course aims to support teachers in making their classrooms more inclusive for all students by providing them with an understanding of the impact this disability can have on the lives of individuals. It also offers practical and achievable assessment ideas and intervention strategies to address a range of specific, identified needs.

Understanding and Supporting Behaviour / USB

View course outline

Students who experience behaviour difficulties can struggle to access learning and to feel socially included in school life. The key message of this course is that behaviour is learnt and more appropriate behaviour can be supported in a positive way.

This course provides participants with an understanding of:

  • what is meant by difficult behaviour
  • how teacher practice can influence student behaviour
  • the need to consistently develop students’ understanding of themselves and others
  • the appropriate behaviours and skills that allow inclusion in learning
  • positive classroom management practices that support the learning, behaviour management and inclusion of all students

Understanding Dyslexia and Significant Difficulties in Reading / DYS

View course outline

Students who experience dyslexia or other significant difficulties in learning to read may struggle across all the key learning areas. An understanding of how these difficulties can impact on student learning and educational outcomes is important for all teachers. It will assist you to both adjust your teaching to meet the needs of these students and to make a difference to their learning outcomes.

This course provides participants with an understanding of:

  • the causes, incidence and main characteristics of dyslexia
  • some of the issues surrounding dyslexia and significant difficulties in reading
  • how to carry out an individual reading assessment and monitor student progress
  • the importance of a whole school approach to teaching reading and providing additional support
  • a range of practical strategies to teach the critical aspects of reading
  • how to individualise the class reading program
  • how to support learning across the curriculum and use assistive technology effectively

Inclusion of students with Speech, Language and Communication Needs / SLCN

View course outline

In many classrooms there are students who may have difficulties:

  • understanding, following and giving directions
  • using a wide range of appropriate vocabulary
  • expressing needs, ideas and information
  • sequencing and prioritising tasks, negotiating with others and working in groups

Students who have significant difficulties with speech and language can present with a wide range of additional learning needs and problematic behaviours and they will often have difficulties accessing the curriculum due to limited reading, writing and spelling skills.

Students with additional needs in language can present significant challenges for teachers. This course aims to support teachers in making their classrooms more inclusive for all students by providing them with an understanding of the impact this disability can have on the lives of individuals. It also offers practical and achievable assessment ideas and intervention strategies to address a range of specific, identified needs.

Introduction to Special Education Needs / SEN

View course outline

The Introduction to Special Education Needs course has been developed by the Special Education team in conjunction with the UK inclusion online creators and the NT chapter of the Australian Association for Special Education (AASE). The course aims to help teachers support students with special needs overcome some of their learning challenges.

The course focuses on a range of disabilities:

  • Intellectual Impairment
  • Down Syndrome
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Fetal Alcohol Spectrum Disorder (FASD)
  • Multiple Impairments
  • Cerebral Palsy

Upon completion teachers will be up-skilled to support best practice in all educational settings across the NT, strengthening the implementation of differentiated learning for students to meet individual needs.

This course is unique to the Territory as it highlights specific policies and procedures while also having an emphasis on various disabilities commonly associated with many of our students.

Each course has four main elements:

  • Understanding
  • Assessment
  • Interventions
  • Case studies

The content is presented in a variety of ways to accommodate different learning preferences. All courses include interactions, printable resources, animations and videos.

There a number of quizzes throughout the course, and as a participant you must contribute to forums, goals and interventions as part of the course requirements.

What is the feedback?

Those who have completed the courses rate them very highly in terms of the impact of the courses on extending knowledge, skills and confidence in supporting students with special needs.

Understanding Autism Spectrum Disorders (ASD)

Transition Class Teacher, Independent school in a remote community

This course has been such a fabulous introduction to working with children with ASD. I have been surprised by just how different the behaviours of each child can be. As a teacher this will mean there will never be one strategy that works for everyone, it will always be about finding which strategy will work best for each child. I am so amazed at how many strategies there are out there. Some things I had come across before while many others were new to me. I found writing a profile, goals and interventions so beneficial. It helped me to create a very clear picture of this child and his needs. Putting together the interventions definitely broadened my awareness of the many different ways of supporting children.

Class Teacher, urban Special School

1. Early inclusion can help students with ASD improve their social skills.
2. When I completed the ASD Understanding, Assessment and Intervention Modules it made me realize that all students are unique in every area of learning, as a result of this my teaching has to be specific and suited to every childs' needs.
3. Mainstreaming helps children in regular classrooms as well. It adopts an environment of tolerance and friendships. It helps students to learn to accept, relate and become friends with those that might be "different" to them.

Understanding and Supporting Behaviour (USB)

SESO, Special School

This course has helped me to be even more observant of students in order to understand them better and help them more efficiently. Having already implemented numerous strategies in my classroom, I can say from personal experience that the methods and approach taught in the course content are valid in a modern classroom and effective. The Tutors definitely helped to explain the goals and interventions and how to determine and set realistic clear goals and follow through with well thought out intervention strategies.

Early Years Class Teacher, Independent School

The Tutors were able to address queries and areas that needed more elaboration for understanding. The group work and paired work (hands-on) helps to consolidate the learning too. Because they were right there, they were able to put words and describe specific issues in other ways than in a single format which is always beneficial. Anyway, positively as a result of taking this course, I believe I have grown in several areas:

  • Understanding causes of behaviour
  • How to write Smart goals and implement them
  • The importance of “Knowing Students and How they learn” – is key!
  • Constant reminders that: any behaviour is any individual’s attempt to have their needs met…in addition, many behaviour problems stem from children not knowing what to do…Children need really clear learning intentions.
  • The importance of knowing curriculum content and how to deliver it; furthermore, pitching it at the right level for student success.

Introduction to Special Education Needs (SEN)

Primary Class Teacher, remote school joined the F2F sessions via LYNC

I enjoyed the video link up sessions with the remote school teachers and the tutor as the professional conversations were engaging and we got the chance to swap stories and express concerns around children with additional needs in the classroom. I find the course readings and videos from other schools very helpful in highlighting how important it is for teachers to be well informed around common disabilities that present themselves in the classroom. Having strategies, goals, management plans and knowledge about why children behave the way they do or look the way they do and need special programs to progress allow teachers to be better equipped to cater for the individual children`s need. I have learnt a lot about FASD and ADHD and I now have a positive attitude towards these children and I can develop programs to support their needs with less impact on the rest of the class.

Special Education Teacher, urban school

I am new to the position as Special Education teacher. The last eight months has seen me embark on a steep learning curve and this course has definitely helped my journey. Sometimes I feel like I get caught up in all the ‘paper-work’ requirements but the online course has helped me get back in touch with life in the classroom.
Having the opportunity to see so many wonderful educators and programs from across the NT has been fantastic. We all lead such busy teaching lives and it is difficult (for a number of reasons) for us to visit other educational settings or even listen to stories from other educators, students and families. Watching videos from a range of settings has provided many reaffirming moments but also provided many new teaching and learning strategies.
My aim from the outset was to develop my ability to form SMART Goals to assist the writing of EAP and SSP’s. I’m not quite there yet, but practice and conversations with other participants has helped. It was also reaffirming to hear that 4-5 strategies will support a goal- I had previously been trying to include as many strategies as possible into EAP’s.

Understanding Dyslexia and significant reading difficulties (DYS)

Teacher Assistant, from a remote school, joined the F2F sessions via LYNC

Great to have other people to bounce ideas off and the Tutor explaining, summarising and keeping us on track. Really important in helping to develop a whole school, proactive approach, whilst providing lots of great resources for use in the classroom. I commend you on the professional presentation of this course content.

Transition Class Teacher, urban school

I remember, albeit a long time ago, feeling overwhelmed as a young teacher about how to teach reading. I felt unprepared by my university studies to help the students in my class. I believe this course should become part of teacher training for neophyte teachers. The first face to face session helped set the pace and gave clear direction for the course. It was also great to meet the other participants and make connections. This helped when contributing to forums. The face - to - face session which scaffolded the writing of SMART goals was very worthwhile. I had felt somewhat bewildered in the past about how to write these goals and the scaffolds helped make the process so much clearer. All in all, I will be recommending this course to other staff members - especially to early career teachers. I am now so much more aware of how people with dyslexia feel and how they are so resourceful in finding ways to overcome their difficulties. This course has been very motivating. I have thoroughly enjoyed this learning journey.

Inclusion of students with Speech, Language And Communication Needs (SLCN)

Principal, who joined with a large group of staff members from an urban school

I've really enjoyed the work around the smart goal setting; this will support teachers in their own performance management in defining goals for themselves. We are also using this knowledge as a whole school approach for our learning presentations in term 3. I have also selected one child that I will be working with next term for my goals and a child that I interact with on a regular basis, this way I will be able to monitor their progress and implement the goals and interventions.

Special Education Teacher, urban school

Tutor led sessions were enjoyable as well as informative. They contributed to my learning by: -sharing workplace knowledge and practices amongst participants -supporting hands-on practice e.g. writing goals -encouraging interaction between participants through hands-on activities and tutor led discussions -extra/additional information disseminated -emails to clarify course expectations and 'assignments' and keep us on track The course has been very helpful as I am clearer about what speech, language and communication truly means and encompasses. Schools use the term 'speech' which I and others always associated with articulation and sounds. I plan to use the full term at work to ensure everyone registers its full meaning. I am more confident about assessing students based on realistic and practical practices e.g. observations and checklists as opposed to speech screeners. I have already used the intervention suggestions from the course in EAPs and SSPs this term. Yay! OLT courses are directly helpful to our workplace practices.

Region Regional contact name Tel Email
Alice Springs Lyndsay Schinkel 08 8944 9304 lyndsay.schinkel@nt.gov.au
Arnhem Lyndsay Schinkel 08 8944 9304 lyndsay.schinkel@nt.gov.au
NT (DET) Victoria Argent 08 8944 9315 SpecEdProject.DET@nt.gov.au
NT (DET) Lyndsay Schinkel 08 8944 9304 lyndsay.schinkel@nt.gov.au
Name Role Org Tel Email
Lyndsay Schinkel Consultant Special Education Barkly 8944 9304 lyndsay.schinkel@nt.gov.au
Lyndsay Schinkel Consultant Special Education Darwin 8944 9304 lyndsay.schinkel@nt.gov.au
Lyndsay Schinkel Consultant Special Education Katherine 8944 9304 lyndsay.schinkel@nt.gov.au
Lyndsay Schinkel Consultant Special Education NT (DET) 08 8944 9304 lyndsay.schinkel@nt.gov.au
Victoria Argent Administration Officer NT (DET) 08 8944 9315 SpecEdProject.DET@nt.gov.au
Lyndsay Schinkel Consultant Special Education Palmerston and Rural 8944 9304 lyndsay.schinkel@nt.gov.au