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.
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.
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.
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 [...]
In this podcast, Kelli Cote shares her story about navigating the educational system, both as a parent of a child with LDs and as an educator who has worked with many families of students with LDs. She explains the importance of cultivating empathy and caring in educators who work with students with LDs so that they approach parent-teacher relationships with care and sensitivity.
“Inclusive education is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.” (Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy, 2009, p. 4.)
