by Michael Fairbrother and Dr. Jessica Whitley What Is Self-regulation? Self-regulated learning is a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully navigate their learning experiences (Zumbrunn, Tadlock, & Roberts, 2011). According to Canadian researcher, Shanker (2012), “self-regulation refers to a child’s ability to deal with stressors effectively and efficiently and then return to a baseline [...]
What is Working Memory? Working memory refers to a brain system, or mental workspace, responsible for temporarily storing and manipulating information. It is different from short-term memory, where information is stored and recalled in the same format; for example, students can hold a set of numbers in short term memory, but in order to repeat [...]
Help students be empathetic towards students with learning disabilities Meta-description: Start by modelling empathy and understanding. Students want to succeed and if they aren’t doing well it is often because something is getting in the way.
This podcast features a one-on-one interview with Dr. Marie-Josée Gendron, school and clinical psychologist, who discusses the various executive functioning skills, screening and identification considerations, and the relationship between executive functions and learning disabilities (LDs).
In this podcast, Michael Karras will frankly share with you his struggles and successes as a student, linked in part to his learning disability (LD) and ADHD, but also due to the type of teaching he received.
In high school, we are seeing more and more students voice concerns about anxiety around oral presentations. They often choose to take a zero on the assignment rather than do the presentation. How can mindfulness strategies help our students who are experiencing these anxieties around presentations? LDs and Anxiety To begin, it is useful to [...]
Do you have your own classroom website, or do educators in your school have their own websites? When these websites are designed, is there thought being applied to those students who may have accessibility challenges? Students with learning disabilities (LDs) are not the only students who may have difficulty accessing online content, so it is good practice to design with accessibility in mind. The LD@school team has put together some background information on why designing accessible classroom websites is important, as well as some simple steps educators can take to ensure they are designing websites that can be easily navigated by everyone.
Without appropriate accommodations, students with attention deficit hyperactivity disorder (ADHD) may find themselves at a disadvantage. If these students are then asked to “try harder”, despite making an effort that may already be above and beyond what is expected or necessary for their peers, they may develop anxiety and low self-esteem related to their difficulty in learning.
This article addresses accommodations and how to adapt assessment to respond to the strengths and needs of students with learning disabilities.
When an assessment from a qualified professional recommends the use of assistive technology for a student with a learning disability, the assistive technology must be included in the student’s IEP and educators have a legal obligation to make these tools available to the student.