Click here to view the transcript of this video. This video discusses the importance of helping students, especially those with LDs, become strong self-advocates. In order for students to successfully speak on their own behalf and advocate for their learning, they must first understand their own strengths, to develop confidence and a sense of identity. [...]
The transition from elementary to secondary school is generally considered to be one of the most challenging for adolescents, both with and without LDs. This practice-informed summary focuses on the key considerations and steps to support a successful transition from elementary school to secondary school for students with LDs.
Like in reading, a disorder in mathematics is not a heterogeneous condition. Some individuals with mathematical LDs may have good conceptual understanding of mathematics but poor calculation ability (e.g., they may answer 2 x 5 = 25 or not be able to borrow). Other students may be great with math calculations but have poor conceptual understanding. Another student may not understand the vocabulary used in a word problem.
Educators and parents generally agree that positive, supportive and open relationships between home and school, parent and teacher are desirable. Additionally, research has shown that parent engagement and successful parent-teacher partnerships result in improved educational outcomes for students (Ministry of Education, 2010), and this is especially important for students with learning disabilities (LDs). So what can educators and administrators do to help facilitate a positive partnership?
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.
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.
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.
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.
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:
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.