In 2017, LDAO launched a website for parents: LD@home (www.LDatHome.ca)! LD@home is a free resource for parents of students with learning disabilities (LDs) from kindergarten to grade 8. Its goal is to help bridge the gap between school and home.
Students with learning disabilities (LDs) commonly encounter more difficulties than their peers when it comes to working in the often less structured environment of home.
The LD@school team has developed a toolkit for educators to use during Learning Disabilities Awareness Month (#LDmonth) to help spread awareness in your school and classroom. You may choose to use one or all of the resources, share with your colleagues, students, parents or your community.
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.
Webinar Recording: Knowing the Learner – Creating and Contributing to a Robust Learner Profile for Students with LDs
According to Learning for All, students who require additional support, like those with LDs, should have a learner profile in place. These learner profiles should give detailed, in-depth information about the learning strengths and needs of the individual student. But do you know what to include in the profile?
Non-verbal learning disability (NVLD) is a frequently misunderstood and misused diagnosis. You may have heard non-verbal learning disabilities described as a cluster of difficulties that are primarily in non-language areas, but what does this really mean? And more importantly, if a student in your class has been diagnosed with NVLD do you know how to support him or her?
In this webinar, we will examine an approach to inviting and nurturing thinking that allows for effective and feasible differentiation. We will grapple with various scenarios and how to practically apply this approach through small tweaks to current practice.
Explicit instruction is an evidence-based practice for teaching students with learning disabilities (LDs). This means that a vast amount of research, conducted over many decades, support the use of this practice with students with LDs.
Understanding Learning Disabilities: How Processing Affects Mathematics Learning, developed by the York Region District School Board, is a Companion Resource to the Understanding Learning Disabilities Waterfall Chart. Referred to as the “math waterfall chart”, this comprehensive resource is designed for educators to support students with learning disabilities in the area of mathematics, from kindergarten to [...]
The decision tree below is a tool offering educators (grades 1 through 12) a roadmap to identifying issues and solutions when a student demonstrates difficulty learning. It is based on a series of five questions that educators can ask themselves in order to identify the difficulty observed in the student. Depending on the answer to [...]