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 [...]
This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.
By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The Ministry of Education document, Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12, outlines a useful approach to dealing with behavioural issues in students with special education needs: “To manage behaviour effectively, educators [...]
Errorless classroom management using keystone behaviours is a whole-classroom behaviour management approach that promotes inclusive classrooms. It allows educators to proactively address several problematic behaviours simultaneously, which allows more time to be devoted to instruction.
In this podcast, the panel members discuss classroom issues facing students with learning disabilities and the critical role that teachers play in supporting students with LDs. Additionally, the podcast includes a previously recorded interview between Lawrence and Elisa Blasi, a student at York University and self-advocate, who shares her own classroom experiences, and what she perceived as the stigma, of growing up with a learning disability.
Social skills training is frequently used to help students with LDs develop improved social relationships. In this review we describe three SST interventions that have been demonstrated through research to be effective with children and adolescents with LDs and related difficulties. All of these programs can be implemented in school contexts, and have manuals and materials that can be purchased by educators. We then describe the components of SST programs that research has shown to enhance the social skills and peer relationships of students with LDs.
By Jillian Haydicky, Ph.D., & Judith Wiener, Ph.D. Introduction Social and emotional learning is a framework for developing student competencies in the areas of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2013) to foster resilience and success at school and in the community. Results of the national School-Based Mental Health Survey (Mental [...]