Educator Supports

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Tips for Working with Students with Nonverbal LDs

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 [...]

Learning Disabilities and Diversity: A Culturally Responsive Approach

Eve Dufour, M. Ed., Producer, French Educational Content for the Learning Disabilities Association of Ontario, LD@school Social Identity The demographic of students that attend Ontario schools is incredibly diverse and educators have a responsibility to ensure the inclusivity of all students. In 2014, the Ontario Ministry of Education published Equity and Inclusive Education in Ontario [...]

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Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities

Explicit instruction involves using highly structured and sequenced steps to teach a specific skill. With this approach, the educator intentionally aims to teach students with learning disabilities using a series of actions in three main stages.

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Teaching History to High School Students with LDs: Pedagogical Considerations & Strategies

By Carole Boudreau, Anne Rodrigue, Véronique Parent, Julie Myre-Bisaillon, and Annick Tremblay-Bouchard According to Okolo and Ferretti (2013), teaching history to high school students with learning disabilities (LDs) can be challenging. Reflect on the many skills that are required to understand content: a significant capacity for memorizing and recalling information, the use of a specific and [...]

By |October 28th, 2014|Categories: Educator Supports|Tags: , , , |0 Comments
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Collaboration Between Teachers in Secondary Schools

By Kyle Robinson and Dr. Nancy L. Hutchinson Introduction: Why Focus on Secondary School? The school cultures of elementary and secondary school are very different, as any teacher who has taught in both settings can attest to. Numerous studies have alluded to the fractured (alternatively “balkanized” or “siloed”) nature of secondary schools; the division of [...]

By |September 24th, 2014|Categories: Educator Supports|Tags: , , , |0 Comments
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Teaching Science to High School Students with Learning Disabilities: Rising to the Challenge

Supporting secondary students with learning disabilities to verbalize what they understand of a text; select the important information; and articulate their thoughts sets an intention for reading that improves comprehension.

By |September 16th, 2014|Categories: Educator Supports|Tags: , , , |0 Comments
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VIDEO: The Tiered Approach

 This introductory video presents the Tiered Approach and its application by the Thunder Bay Catholic District School Board (TBCDSB). This video features interviews with teachers, resource teachers, principals, a special education coordinator and a superintendent of education discussing tier 1, 2 and 3 reading interventions used by the TBCDSB. The programs discussed are: Peer Assisted Learning Strategies (PALS), which is used as a tier 1 intervention, Success by 7, which is used as a tier 2 intervention, and the Empower™ Reading Program, which is used as a tier 3 intervention. We hope this concrete example of the application of the tiered approach by an Ontario school will inspire educators across the province.

By |August 29th, 2014|Categories: Educator Supports, Literacy|Tags: , , , |0 Comments
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Learning Disabilities in Your Classroom

In this podcast, the panel members discuss classroom issues facing students with learning disabilities and the critical role that teachers play in supporting students with LDs. Additionally, the podcast includes a previously recorded interview between Lawrence and Elisa Blasi, a student at York University and self-advocate, who shares her own classroom experiences, and what she perceived as the stigma, of growing up with a learning disability.

  • Tiered Approach represented in a pyramid. At the base there’s Tier 1: Universal Programming : General classroom education, taught by the regular classroom teacher. Conforms to basic principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL). May include tiered lessons and assessment. All students monitored closely for potential need to move up a tier. (This tier targets 80 % of students). In the middle of the pyramid there’s Tier 2: Targeted Group Interventions: Small (2 to 5 students) group instruction in addition to continued universal programming from Tier 1. Typically 10 to 20 weeks of extra instruction, 30 – 45 minute duration per session. Students may shift back to Tier 1 after successfully mastering a concept or skill. (This tier targets 15% of students). At the tip of the pyramid there’s Tier 3: Intensive Individual Instruction: Intense, individual interventions and instruction. Can include teaching basic learning skills such as organization and note taking. Includes help from outside the classroom, including special education teachers and administration. Students who are struggle in Tier 1 and 2 to this tier are also often referred for further psycho-educational testing, including screening for LDs. (This tier targets 5% of students).

Tiered Approaches to the Education of Students with Learning Disabilities

The Ministry has devised a three-tier system. This is often referred to as Response to Intervention (RTI) outside of Ontario, a process whereby sound, evidence-based, differentiated teaching is used to instruct all students, but students who do not respond to this instruction, or who need further help, are moved up through a series of increasingly intensive interventions.

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Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO EduGAINS is an Ontario Ministry of Education website which provides Ministry developed resources to support policies and programs related to improved learning and teaching, for grades K – 12; the target audience for these resources is Ontario educators. In addition to the Ministry developed resources, the [...]