Dear Dyslexic Podcast: Why Educator Belief Matters More Than Diagnosis: Transforming TAFE for Dyslexic Students

by | Jan 30, 2026 | Podcast

Join host Dr Shae Wissell as she sits down with Brad Beach, Director of Strategy, Quality and Learning at TAFE Gippsland, for an honest conversation about dyslexia, neurodivergence, and transforming vocational education. Brad shares his personal journey from struggling in remedial reading classes to leading educational innovation, and reveals how TAFE Gippsland is achieving 90-100% retention rates with students experiencing intersectional disadvantage. Guest Bio Brad Beach is the Director of Strategy, Quality and Learning at TAFE Gippsland, overseeing educational philosophy, policies, and student support across a region that makes up 23% of Victoria (approximately the size of Switzerland). As someone who is dyslexic, Brad brings lived experience to his leadership role, championing universal design and trauma-informed approaches to education.

Key Topics Discussed

Brad’s Personal Dyslexia Journey (10:53 – 13:15)

  • Going from top reading group to remedial classes
  • The emotional impact of educational struggle
  • Getting into university “by accident” and learning to work around reading challenges
  • Creative strategies: calling the ABS for statistics, interviewing sources directly, using ABC Overnighters for research help

The Power of Educator Belief (6:53 – 7:55)

  • John Hattie’s research: educator belief is the #2 predictor of student success
  • Collective efficacy: organizational belief matters even more
  • How Ms. Emerson’s belief changed Brad’s trajectory from supermarket worker to university graduate

Neurodivergence: The Language Debate (21:20 – 25:00)

  • Why lumping all conditions under “neurodivergent” can be problematic
  • Different needs for autism vs. dyslexia vs. ADHD vs. Down syndrome
  • The importance of asking individuals what they need
  • Universal design vs. individualized support

Transforming TAFE for Disadvantaged Students (28:30 – 30:45)

  • Innovative programs in construction, animal studies, and early childhood
  • 90-100% retention rates with students who were expelled from secondary school
  • Berry Street trauma-informed model
  • Wraparound services coordination (no additional service costs, just coordination)
  • New strategic KPI: 800 students experiencing intersectional disadvantage by 2030

Practical Support Strategies (37:30 – 40:00)

  • Ask students what they need and how they want to consume information
  • Provide content in multiple formats
  • Leverage technology: voice dictation, screen readers, iPhone text extraction from images
  • Focus on helping students develop their own problem-solving strategies

The “Superpower” Narrative (39:30 – 42:00)

  • Why the dyslexia-as-superpower framing is problematic
  • Lateral thinking is only valuable after surviving the education system
  • The real superpower: learning to solve your own problems and think differently
  • Focus on strategies to get through education first

Technology & Assessment (Brief mention)

  • Concerns about students “cheating” with assistive technology
  • The need for growth mindset and critical thinking skills
  • Preparing students for an AI-integrated future

Resources Mentioned

  • John Hattie’s research on educator belief and collective efficacy
  • Berry Street trauma-informed education model
  • Irlen lenses (mentioned in Brad’s diagnosis story)
  • Professional Educator College at Chisholm TAFE

Connect

TAFE Gippsland: website

Listen to teh full podcast

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If you found any of this content distressing, seek support:

  • LifeLine on 13 11 14
  • BeyondBlue counsellor on 1300 22 4636
  • 13 Yarn (13 92 76)
  • re:think dyslexia helpline 1800 13 6327