Our Team
Square Pegs is a registered charity that was started by Amelia Jones and Georgina Porter in response to the huge gap in local information, support and services, the team has quickly grown to include a dedicated group of parents, educators, academics, medical and allied health professionals (including a number of adults with dyslexia themselves).
With a strong base of financial members and hundreds of interested friends we are growing a strong community of interest around the State, with the common goal of ensuring children with dyslexia no longer fall through the gaps.
Our Board
Amelia Jones
Chairperson
Amelia is the co-founder and Chair of Square Pegs. Amelia has over 20 years’ experience as a senior leader in the Tasmanian public sector, including management of human, physical and financial resources and providing regulatory advice. She has three children with dyslexia
Kathryn Van Dal
Secretary
Kathryn has extensive experience as an events manager and legal executive assistant. She has worked in Australia and overseas and has excellent organisational and project delivery skills. Kathryn has a son with dyslexia.
Peter Van Dal
Treasurer
Peter is a risk management specialist in the finance sector. Peter has experience in leading large teams to deliver strategic projects in complex environments. Peter has a son with dyslexia.
Harriet Fitzgerald
Harriet has a Bachelor degree and runs a building business with her husband. She is an MSL educator, accredited Australian Dyslexia Association Associate Member (AMADA) and Orton Gillingham trained.
Amanda Norgaard
Amanda has Bachelor in biomedical science. She gained her Associate Accreditation as an Orton Gillingham trained, MSL educator and ADA AMADA. Amanda is a tutor, helping dyslexic learners on their journeys towards literacy and academic success and hopefully, greater understanding and appreciation of themselves as divergent thinkers. Amanda has three children with dyslexia.
Clare Weare
Clare has a Bachelor of Education and post graduate certificate in Leadership and Management in Education, Master of Education (Special Education) and is IMSLE and OG trained. Clare is a teacher and is co-Director of a speech pathology/education practice in Launceston.
Paul Stagg
Paul has completed three trade certificates, currently working as a High voltage Line worker/Electrician. He is a successful dyslexic and has a dyslexic daughter.
Laura Stagg
Laura is a Registered Nurse specialising in rehabilitation. She is navigating the system, advocating for her dyslexic daughter and wants to see all dyslexics reach their potential.
and
Dr Judith Hudson
Judith Hudson is a semi-retired chartered psychologist and researcher; retired teacher, assessor, author and researcher of special educational needs. She has written and taught post-graduate modules in both UK and Australia, and that focus on dyslexia and specific developmental learning disorders. Judith is a Board member and Ambassador for Square Pegs.
Our Goals for Change
Research shows that the techniques best suited to embracing dyslexic children’s learning differences, benefit all children in the classroom!
More importantly, embracing learning differences will help reduce the stress and barriers faced by our children which, if not addressed, could result in significant social costs and an opportunity cost to our community.
Square Pegs is asking the Government to make dyslexia a high priority on the national agenda through the following:
1. Greater recognition and awareness of dyslexia in the education system.
2. Appropriate pre-service training and professional development for teachers in dyslexia, evidence based teaching of reading at the duration and intensity required for dyslexic learners.
3. Early identification and effective early intervention for children identified ‘at risk’ of reading difficulties through introduction of the phonics screener.
4. Ensuring that students with dyslexia receive sufficient funding to provide appropriate learning support and reasonable adjustments or assistive technology.
5. A consistent, effective approach to assessment and provision of support to children with dyslexia in all schools.
Our Values
Respect | Integrity | Inclusion | Courage | Action
