An evaluation of Success and Dyslexia - a multi component school-based coping program for primary school students with learning disabilities: Is it feasible?

Abstract

A learning disabilities coping program was implemented in the final year of two primary schools within the context of a whole class coping program and whole school learning disabilities professional development. Using data collected over three years from school surveys, reports, interviews, school documents and a field diary, this paper reports on the feasibility of implementing and sustaining this intervention. The schools successfully implemented the program and continue to use components of it. Facilitators were: priority given by the school, usefulness and ease of use of the coping program, teacher skill and interest and maintenance of the connection between the universal and withdrawal ..