Consider this: you might actually be missing a lot of the student engagement that your hard work and dedication have created. Teachers need to learn how to recognize and fully appreciate the wide range of engagement that is already occurring in classrooms and in online spaces.
Let's get back to basics! In this calm and grounding presentation, we’ll refresh key research on engagement and motivation, provide our straightforward Ten Keys tool for tweaking your online lessons, and create space for participants to use the keys to start unlocking a frustrating previous experience.
When the Ministry of Education announced it would require students to take online courses in order to graduate, there was concern about whether students with learning disabilities (LDs) would find success. In response to this concern, the Ministry amended their original plan and announced that students with LDs could be exempt from online learning. This has sent mixed messages to students with LDs and their parents and may have convinced many that online learning is not possible for students with LDs.
Educating and learning online can be daunting in the best of times. If your students have learning disabilities (LDs) it can be even more complicated. How do you adapt online lessons to meet the needs and tap into their strengths of students with LDs?
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.
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?
