Educator Supports

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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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EduGAINS

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 [...]

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York Waterfall Chart: Understanding Learning Disabilities – How Processing Affects Learning

Understanding Learning Disabilities: How Processing Affects Learning, developed by the York Region District School Board, is a comprehensive resource designed for educators working with students with learning disabilities, from kindergarten to grade 12. Referred to as the “waterfall chart”, this resource provides the starting points to think, plan and support programming in response to a student’s assessed areas of strength and/or need.

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Teacher Collaboration and Achievement of Students with LDs: A Review of the Research

The purpose of this review is to provide an overview of the empirical data that explores the relationship between educator collaboration and student academic outcomes with an emphasis on outcomes for students with learning disabilities.

By |May 13th, 2014|Categories: Educator Supports|Tags: , |0 Comments
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Peer-Mediated Learning Approaches

One such approach that has been shown to fit naturally into the ebb and flow of the general education classroom, and for which there is substantial empirical evidence of effectiveness for students with learning disabilities, is that of peer-mediated, or peer-assisted learning methods.

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Differentiated Instruction

Differentiated instruction is a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools.