LDAOeng

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So far LDAOeng has created 175 blog entries.
  • Image of the Ask the Experts logo: Assessments Assistive Technology

How can technology be used to help students with spelling difficulties to edit their writing?

I often get asked the question, “what is the best spelling tool?”. My answer to this is, “when supporting a learning disability, you need to support beyond the spelling, and support the writing”. So what we really are looking for are great writing tools. Writing is broken into a few stages, Planning, Composing, Editing, and Adding. Let’s consider spelling within the editing stage.

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What does a student need to know about learning disabilities in order to be a self-advocate?

In order to be a self-advocate, students who have learning disabilities (LDs) need to first understand how their LDs affect their learning. When students are diagnosed with LDs, parents, teachers, special education teachers and child psychologists may not always explain to the student how their LDs affect their learning and students are left in the dark.

By |May 12th, 2016|Categories: Self-Advocacy|Tags: , , , |0 Comments
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What should I do to ensure a successful meeting with parents of my students with LDs?

Collaboration between the educator and parents is an essential ingredient to student success. Parents are a valuable source of information about their child and the way in which learning disabilities (LDs) affect their child outside of school.

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WEBINAR RECORDING: Strengthening Executive Functioning Skills in the Classroom

Executive function is an umbrella term covering a number of management functions, including organization, self-regulation, planning, and self-monitoring. The presentation will focus on research-based instructional strategies and accommodations that contribute to the classroom success of students with executive function LDs. During the webinar, the speakers will define executive function, and identify the signs of executive functioning needs and their impact on academic and behavioural success. The presentation will also highlight the brain areas associated with executive function, the developmental progression of executive functioning, and how the environment can influence the development of the regulatory system in the brain, including how executive functioning skills are employed during times of stress.

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How can I prepare my students with LDs to transition to post-secondary education? Where can students with LDs find support after secondary school?

As students move through their secondary school years and the focus sharpens on what their options may be after secondary school, it is important to note that there are numerous paths to consider and that the pathways may not be linear nor mutually exclusive. For secondary students with LDs, the transition pathways may include:

By |April 6th, 2016|Categories: Transitions|Tags: , |0 Comments
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What strategies can be used for teaching reading and writing to intermediate age students with LDs?

Learning disabilities (LDs) manifest in a number of different ways and with varying degrees of severity. For this reason, the following five tips may not apply to all students with LDs, however, they will have a positive impact on reading and writing acquisition for the majority of students.

By |March 24th, 2016|Categories: Literacy|Tags: , |0 Comments
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Strategies to Support Students with Learning Disabilities who Experience Anxiety

In this summary, anxiety refers to fears that are out of proportion to the danger and that adversely affects a student’s ability to function in daily life (Turgeon and Brousseau, 2000). According to the research, many students with LDs show signs of short- and long-term stress that can lead to anxiety and affect them throughout their lives (Painchaud, 2014, p. 4). This summary offers educators an overview of these signs, as well as strategies for supporting students with LDs who experience anxiety at school.

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Working Memory Difficulties: Strategies for the Classroom

The purpose of this summary is to provide educators with tools to work effectively with students who have learning disabilities (LDs) and working memory difficulties. Specifically, the summary provides: 1) an overview of the link between working memory and LDs; 2) a list of potential strategies; 3) a table summarizing how working memory difficulties may present in the classroom, with relevant interventions; and 4) a list of resources on the LD@school website, to deepen educators’ understanding of how to support students with working memory difficulties.

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Dyslexia: When Hidden Talents are Awakened

Dyslexia, a specific learning disability, is more often investigated on the basis of its limitations than its strengths. The purpose of this article, which is primarily based on a survey of the scientific literature on the hidden potential of individuals with dyslexia, is to increase awareness amongst educators of the complexity of this disability and to offer a fair, even promising, representation of dyslexia. In so doing, it invites educators to reflect on their own perceptions of dyslexia.

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Mind Maps

This summary looks at an interesting technique that helps students, particularly elementary-level students, to draw out and organize their knowledge about a given subject or a main idea. Mind mapping, also known as cognitive mapping or concept mapping, was developed in the 1970s by British psychologist Tony Buzan (Buzan, 2011). Essentially, a mind map is a visual tool, or diagram, used to organize information.

By |March 2nd, 2016|Categories: Executive Function|Tags: , , , |0 Comments