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.
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
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.
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.
This module is intended to provide an introduction to the new demands and expectations that are placed on students when they begin secondary school and prepare educators to support students with LDs while they navigate their way through secondary school.
Developing caring schools involves creating a safe, orderly, predictable and positive environment that promotes education and learning. By implementing the Positive Behavioural Interventions and Supports (PBIS) system, Canadian schools can foster the development of such positive environments.
Behavioural disorders, particularly those of the externalized type, and learning disabilities often occur together. Indeed, the comorbidity between these two types of disorders in students was identified more than 20 years ago (Hinshaw, 1992). More specifically, empirical studies have shown that 75% of students with learning disabilities also lack social skills (Lane, Gresham, & O’Shaughnessy, 2002; National Dissemination Center for Children with Disabilities, 2008).
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 [...]