LDAOeng

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So far LDAOeng has created 268 blog entries.
  • Ask the Expert Logo

FAQ: Developing Skills with Assistive Technology

The following questions were received during the LD@school webinar, Assistive Technology & Distance Learning – Developing Skills with Accessible Tools During COVID-19.

  • student-teacher relationship, social-emotional skills

Adapted Webinar: Unlocking the power of the Relationship – Growing Social-Emotional Skills in Students with LDs

This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2016. The LD@school team is pleased to present the session: Unlocking the power of the Relationship - Growing Social-Emotional Skills in Students with LDs presented by Dr. Colin King.

Avoiding Working Memory Overload in Students with LDs

Students with working memory deficits will have to work much harder than their typically developing peers to learn and carry out classroom activities. The strategies outlined in this article can help to increase the efficiency and functioning of working memory to avoid overload.

  • Math anxiety. Teenage girl in math class overwhelmed by the math formula.

Dynamic Communities of Math Learners: Fostering Well-Being and Reducing Anxiety

This article provides strategies for recognizing and reducing math anxiety in all students while using the growth mindset and inquiry to create dynamic communities of math learners.

By |June 23rd, 2020|Categories: Math|Tags: , , , , , |0 Comments

Webinar Recording: Knowing the Learner – Creating and Contributing to a Robust Learner Profile for Students with LDs

According to Learning for All, students who require additional support, like those with LDs, should have a learner profile in place. These learner profiles should give detailed, in-depth information about the learning strengths and needs of the individual student. But do you know what to include in the profile? 

By |June 1st, 2020|Categories: Educator Supports|Tags: , , , , |0 Comments
  • Ask the Expert Logo

How does one differentiate between mild, moderate, and severe LDs?

This article has been updated to reflect the new set of guidelines for diagnosis created by the Cross-Sectoral Psychology Working Group on Learning Disabilities, adopted by the Ontario Psychological Association in 2018, and the Learning Disabilities Association of Ontario in 2019.

By |June 1st, 2020|Categories: IEPs|Tags: , , , , |0 Comments
  • Response to Intervention

Using the Response to Intervention (RTI) Model to Develop Reading Fluency in Grade 2 Students 

Teachers devote a lot of energy to teaching students to become competent readers, which is even more challenging in the inclusive classroom where some students have reading difficulties. This article examines the efficacy of a teaching activity program designed and tested in the three tiers of the Response to Intervention (RTI) model.

By |May 27th, 2020|Categories: Literacy|Tags: , , |0 Comments
  • mother and daughter doing mindfulness meditation together

Bringing Mindfulness to Learning at Home

Mindfulness interventions are often used in schools to promote social and emotional competencies among K-12 students. You can use the same principles to help your child lower their stress and improve their executive function, attention, and emotional control at home.

  • reading for science at home, image of books, a microscope, a telescope and a globe.

Reading for Science at Home

For many students with LDs, reading is a challenge that may impact their ability to ‘reading to learn’ in Science. You can use these strategies to help your child learn to read science at home.

  • Father and son work on project together at home.

Project-Based Learning at Home 

Project-Based Learning (PBL) can be easily integrated into distance learning to keep your child working steadily over a longer period of time with less direct oversight on your part. Your child can develop independent research and work skills while delving deeper into topics through genuine curiosity.