Teaching Secondary Students to Write Effectively, developed by the National Centre for Education Evaluation and Regional Assistance at the Institute of Educational Sciences, is a practical guide for educators working with students between grades 6 and 12. The guide was compiled by an expert panel, with the goal of offering educators specific, evidence-based recommendations to [...]
Do you have your own classroom website, or do educators in your school have their own websites? When these websites are designed, is there thought being applied to those students who may have accessibility challenges? Students with learning disabilities (LDs) are not the only students who may have difficulty accessing online content, so it is good practice to design with accessibility in mind. The LD@school team has put together some background information on why designing accessible classroom websites is important, as well as some simple steps educators can take to ensure they are designing websites that can be easily navigated by everyone.
Educators and parents generally agree that positive, supportive and open relationships between home and school, parent and teacher are desirable. Additionally, research has shown that parent engagement and successful parent-teacher partnerships result in improved educational outcomes for students (Ministry of Education, 2010), and this is especially important for students with learning disabilities (LDs). So what can educators and administrators do to help facilitate a positive partnership?
Collaboration between the educator and parents is an essential ingredient to student success. Parents are a valuable source of information about their child and the way in which learning disabilities (LDs) affect their child outside of school.
How do we best identify and support students with LDs who are also English language learners (ELLs)?
When a student with learning disabilities also happens to be an English language learner, the issues surrounding identification and intervention can be quite complex. Careful consideration as to programming is key – this student will continue to require support in English language acquisition as well as receiving appropriate special education intervention and support. The following are generally considered to be key components of a differentiated program for students with LDs who are ELLs:
By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The Learning Disabilities Association of Ontario (LDAO) is represented in local Ontario communities by 15 LDA chapters. Chapters vary from small volunteer-run groups to chapters with several staff and more than one location. Each chapter has its own board of directors and supports representatives [...]
Answered by Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The short answer is that your students with LDs can learn, if they are taught in ways that fit with their profile of strengths and areas of weakness, or ‘needs’. It is as important to know your students’ strengths as it is to [...]
By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert A strategy is a plan that not only specifies the sequence of needed actions, but also consists of critical guidelines and rules related to making effective decisions during a problem-solving process. Strategy instruction centers on how to use skills optimally to solve problems (Deshler, [...]
By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The term Nonverbal Learning Disabilities (NVLD) is used to describe a cluster of difficulties that primarily affect non-language areas. The article What are Nonverbal Learning Disabilities describes some common features and the progression of difficulties in students with NVLDs. Click here to read the [...]
By Linda Houston, OCT and LDAO Educational Consultant A Brief Background The First Nation, Métis and Inuit (FNMI) population is growing year by year. The report entitled Client Segment Profile: Aboriginal Peoples, Ontario (Service Canada, June 2014) indicates that close to 42% of the total FNMI population is comprised of children and youth aged 25 and under. [...]