When evidence and identity come together in teaching and learning, every student has the opportunity to thrive.
At LD@school, evidence-based instruction and inclusive practice work together. Each strengthens the other when grounded in students’ diverse identities and strengths. Research on how students learn and the lived experiences of Ontario’s students inform our work. Together, they help educators connect direct, specific instruction with equity, identity, and belonging across classrooms.
| Our Focus | Why It Matters | How LD@school Supports |
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| The Science Works When Students Belong | Students learn best when they feel safe, valued, and represented. Belonging and identity-affirming instruction are not extras; they’re conditions for learning. |
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| Evidence & Equity in Practice | Evidence-based teaching has the greatest impact when it is explicit, direct, and accessible for all learners. Equity ensures every student can benefit from the science of reading, math, and learning. |
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| The Neurodiverse Classroom | Learning disabilities and ADHD are part of the learning-science conversation. Understanding executive function, working memory, and attention helps educators design instruction that matches how the brain learns. |
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| Intermediate and Secondary Instruction: Literacy, Mathematics, and Learning Technologies | Explicit, direct, specific instruction in literacy and math supports confidence, motivation, and belonging as learning deepens through the intermediate and secondary years. |
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| From Research to Relationships | Instructional science succeeds when trust, representation, and psychological safety are embedded in everyday teaching. Relationships make evidence come alive in classrooms. |
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| Partnering with Families & Communities | When families and schools share language, knowledge, and strategies, evidence-based practice continues beyond the classroom. Collaboration sustains learning over time. |
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Bringing Research to Practice
LD@school and TA@l’école connect evidence-based instruction with inclusive approaches that recognize students’ diverse identities and strengths. We continue to develop and update resources throughout the year, so check back often for new materials, learning opportunities, and educator supports.
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LD@school is a signature initiative of the Learning Disabilities Association of Ontario (LDAO), a registered charity and provincial leader in evidence-informed, inclusive, and accessible education.
For over 60 years, LDAO has supported children, youth, and adults with learning disabilities (LDs) and related conditions such as ADHD.
Explore LDAO’s signature platforms:
TA@l’école – French-language resources and professional learning for educators that integrate evidence-informed instruction with equity, identity, and belonging.
LD@home – Family-focused tools and guidance that strengthen partnerships between home and school.
LD@work – Resources supporting transition, self-advocacy, career development, and workplace inclusion.
LD@learning – Online courses and professional learning for individuals supporting learners with LDs and ADHD.
© 2026 Learning Disabilities Association of Ontario (LDAO).
This resource may be used and shared within educational settings for non-commercial purposes. It may not be modified or used for commercial gain. See LDAO.ca for full Terms of Use.