This article explores how evidence from cognitive science and the Science of Reading can inform effective math instruction. By understanding when and how to use explicit and inquiry-based strategies, educators can design responsive, inclusive learning experiences that support all students—especially those still building foundational skills.
Building math fact fluency boosts confidence, reduces cognitive load, and supports higher-level math skills. This article shares evidence-based strategies for students with LDs, ADHD, and struggling learners.
This article introduces the Writing Rope framework—a practical, evidence-informed approach to teaching writing that breaks the process into five essential strands. With strategies and classroom activities for each strand, it supports educators in building inclusive, structured writing instruction for all learners, especially students with learning disabilities.
This article explores how AI in the classroom can transform teaching and learning by supporting differentiated instruction, enhancing lesson planning, and empowering students—especially those with learning disabilities—to take ownership of their learning journey.
Explore how AI can be leveraged to help students with learning disabilities (LDs) compensate for Executive Function skills.
Learning to Bounce (LTB) was a program to build self-compassion and help students combat avoidance and perfectionism.
This module is intended to provide an introductory overview of the concepts of Universal Design for Learning (UDL) and Differentiated instruction (DI). These two educational approaches can provide tremendous support to students diagnosed with learning disabilities (LDs), as well as their typically developing peers.
Click here to view the video transcript. Since the Ontario Human Rights Commission released its Right to Read Report recommendations, fundamental changes have taken place in the way reading is taught in Ontario schools. Educators across the province have begun using science-based, systematic, and explicit instruction in their classrooms. However, every student is different, and [...]
Written by Katie Guild, Assistive Technology Trainer and Advisor, Amethyst Demonstration School Students who are identified with a learning disability (LD) that results in difficulties with the development and use of skills in reading and writing will often have computer supports listed as an essential accommodation in their IEP. This will lead to the student [...]
Written by Katie Guild, Assistive Technology Trainer and Advisor, Amethyst Demonstration School Students who are identified with a learning disability (LD) that results in difficulties with the development and use of skills in reading and writing will often have computer supports listed as an essential accommodation in their IEP. This will lead to the student [...]
