Behaviour

  • introduction to self-regulation

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.

By |July 4th, 2023|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , |Comments Off on VIDEO: An Introduction to Self-Regulation

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.

By |June 14th, 2023|Categories: Behaviour, Mental Health & Well-Being, Self-Advocacy|Tags: , , , , , |Comments Off on Motivating Students Who Encounter Difficulties in Learning
  • Ask the Expert Logo

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.

By |April 14th, 2023|Categories: Behaviour, Mental Health & Well-Being|Tags: , , |Comments Off on Emotion Recognition and Emotional Self-Regulation in Students with LDs
  • active breaks

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.

By |June 28th, 2022|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , , |Comments Off on Active breaks in elementary school: A tool to support the self-regulation of students with LDs
  • calming measures

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?

By |November 4th, 2021|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , , |Comments Off on Calming Measures in the Classroom: Support or Distraction?
  • Ask the Expert Logo

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.

By |September 24th, 2021|Categories: Behaviour|Tags: , , , , |Comments Off on What are the first steps a teacher should take when they notice a student is having behavioural problems?
  • behavioural

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

By |September 1st, 2021|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , |Comments Off on Webinar Recording – Reaching Our Diamonds in the Rough: Seeing beyond the behaviour
  • question

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.

By |August 31st, 2021|Categories: Behaviour, Educator Supports, Literacy, Math, Technology|Tags: , , |Comments Off on LEARNING MODULE: Secondary School Part 2: Teaching Techniques and Student Skills
  • attention impulsiveness anxiety

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. 

  • avoidant coping

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.

By |June 3rd, 2021|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , , |Comments Off on Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges
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