How does one differentiate between mild, moderate, and severe LDs? How can I tailor my interventions/strategies to the needs of students with differing degrees of learning disabilities? Answered by Dr. Maria Kokai M.A., PhD., C.Psyc., Chief Psychologist with the Toronto Catholic District School Board. According to the definition, learning disabilities are due to genetic, congenital [...]
LDAO is excited to announce the launch of a new website for parents: LD@home (www.LDatHome.ca)! LD@home is a free resource for parents of students with learning disabilities (LDs) from kindergarten to grade 8. Its goal is to help bridge the gap between school and home. Click here to visit the LD@home website.
For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!
This webinar will provide educators with an understanding of the relationship between anxiety and LDs. Practical strategies for supporting the student with anxiety and LDs in primary, elementary, and secondary school settings will be shared.
Watch this video to see how teachers at Sagonaska Demonstration School are using manipulatives to help students at all grade levels improve their mathematical reasoning and problem solving.
Approaches drawing on mindfulness have become increasingly popular over the last few years. Research in school settings, specifically relating to students with LDs, is still only in the beginning stages, but the results available to date are promising.
Number Talks are short conversations about math problems intended to help students, including those with LDs, consolidate their understanding of concepts.
Teaching Secondary Students to Write Effectively, developed by the National Centre for Education Evaluation and Regional Assistance at the Institute of Educational Sciences, is a practical guide for educators working with students between grades 6 and 12. The guide was compiled by an expert panel, with the goal of offering educators specific, evidence-based recommendations to [...]
by Elisa Blasi, Learning Disabilities Association of York Region Ambassador Elisa's Story Have you ever heard the term “the elephant in the room”? It is often used when there is an obvious issue or problem that everyone can see, yet, in order to avoid an uncomfortable situation, is sidestepped. For most of my life, I [...]
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 [...]