VIDEO: An Introduction to Self-Regulation
Many students with LDs struggle with self-regulation and may need more support to manage thoughts, behaviours, emotions and stressors.
Motivating Students Who Encounter Difficulties in Learning
This article addresses the way in which educators can foster the academic motivation of students who encounter difficulties in learning.
Emotion Recognition and Emotional Self-Regulation in Students with LDs
Emotion recognition and regulation can improve social, emotional, and academic outcomes for students with learning disabilities.
Active breaks in elementary school: A tool to support the self-regulation of students with LDs
Active breaks, characterized by short periods of physical activity that take place within the classroom, are one of the ways to use physical activity in school settings to support students' self-regulation.
Calming Measures in the Classroom: Support or Distraction?
Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?
What are the first steps a teacher should take when they notice a student is having behavioural problems?
Mariem Farag, Special Education Specialist, provides some questions to ask yourself early on when interacting with students who are being labelled as having behavioural problems, to guide your interventions.
Webinar Recording – Reaching Our Diamonds in the Rough: Seeing beyond the behaviour
Through real-life stories and experiences, this presentation will cover the strategies and philosophies required to teach students who have been labelled formally and informally as behavioural
LEARNING MODULE: Secondary School Part 2: Teaching Techniques and Student Skills
This module is intended to provide educators across all subjects with the necessary teaching tools to support their students with LDs to gain the skills and knowledge required for success in secondary school, and beyond.
Stop, Observe and Act: A Strategy for Managing Attention, Impulsiveness and Anxiety
ADHD and anxiety have become big problems for classroom teachers. New research on the notion of cognitive control leads us to believe that managing attention, impulsiveness, and anxiety requires several shared skills, which can be taught explicitly.
Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges
Often, children cope with distress by gradually withdrawing from or avoiding situations, thoughts, or feelings, and engaging in behaviours like procrastination, school refusal, lying about getting work done, or feeling tired or unwell.