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.
Students with working memory deficits will have to work much harder than their typically developing peers to learn and carry out classroom activities. The strategies outlined in this article can help to increase the efficiency and functioning of working memory to avoid overload.
Online learning requires considerably more voluntary focus and the ability to persist when an effort is needed. By using the four pillars of learning, active engagement, attention, error feedback, and consolidation you can support all your students when they are learning away from the classroom.
Studies show that many students postpone their schoolwork, which affects school performance. Procrastination is particularly present in students with learning disabilities (LDs), where resilience and persistence in dealing with a task are often weaker.
Students with a learning disability (LD) often have difficulty keeping schoolwork organized. A graphic organizer can help students organize assignments into manageable pieces and guide them through the process to completion.
Much of the time, flexibility problems persist less because of a lack of objectively good strategies and more because of a lack of the motivation, engagement, and interest to get behind a strategy and apply it.
Adapted Webinar: Beyond “Lazy” and “Unmotivated” – Why Educators Need to Know about Executive Skills
This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2017. The LD@school team is pleased to present the session: Beyond “Lazy" and "Unmotivated” - Why Educators Need to Know about Executive Skills presented by Dr. Peg Dawson.
Sabrina O'Keefe, a Speech-Language Pathologist (SLP), answers two questions about the ways in which SLPs can help students with LDs aquire math skills.
Activated Learning for Students with Learning Disabilities: A Mainstream, Whole-Class, Executive Function Intervention that is Necessary for Some and Good for All
“Activated Learning” (AL), also called the “EFs2theRescue Pedagogy” in Guare and Dawson’s 3rd edition of Executive Skills in Children and Adolescents, is an adaptive executive function (EF) intervention that aims to facilitate high-impact teaching and learning that is necessary for some and good for all in typical classrooms. AL is a self-regulated learning pedagogy that, among other benefits, allows teachers to support students with learning disabilities (LDs) as part of their everyday teaching. It was developed in 2014 by a special education teacher (the author) and has been championed by hundreds of educators in several school boards in Canada, the U.S. and the U.K.
This module is intended to provide an in-depth exploration of executive functions, as they relate to students with learning disabilities (LDs) and Attention Deficit Hyperactivity Disorder (ADHD), at all grade levels. The eight pillars of executive functioning will be described, along with indicators and strategies for the classroom. You will gain familiarity...