Related Resources on the LD@school Website

Access the following LD@school resources to deepen your understanding of the needs of secondary school students with learning disabilities.

Click here to read the article "Introduction to Transition Planning for Students with LDs"

Click here to read the article “Elementary to Secondary: Transition Planning for Students with LDs"

Click here to view the video “Transitioning Students with LDs from Grade 8 to Grade 9

Click here to read the article “Post-Secondary Transition Planning for Students with LDs"

Click here to access the Ask the Experts article “How can I prepare my students with LDs to transition to post-secondary education? Where can students with LDs find support after secondary school?"

Click here to read the article “From Secondary School to the Workplace: Preparing Students with Learning Disabilities for Success"

Click here to access a recording of the webinar “Transitioning to Post-Secondary: The Importance of Planning with the End in Mind"

Click here to view the video “Preparing Students with LDs to Transition from Secondary to Post-Secondary

Click here to read the article “Strategies to Teach Self-Advocacy Skills”, by Mary Land and Cheryll Duquette.

Click here to read the article “A Teacher’s Journey with Student Self-Advocacy”, by Julia Osborne.

Click here to view the video “Our Self-Advocacy Pamphlet Journey”, created by Mike Di Donato and his Grade Eight Students.

Click here to access the TalkLD podcast episode "Supporting Students on their Self-Advocacy Journey".

Click here to access the TalkLD podcast episode“ The Journey to Becoming a Self-Advocate: Three Students’ Perspectives”.

Click here and access the article “Effective Parent-Teacher Partnerships: Considerations for Educators”.

Click here to access the Ask the Experts article, “What does a student need to know about his/her learning disability in order to be his/her own self-advocate?”

Click here to access the video “Building Self-Advocates: The Key to Student Success”

Click here to read the evidence-based article “Supporting the Development of Self-Advocacy"

Click here to access the resource "LDMH: A Handbook on Learning Disabilities and Mental Health"

Click here to access the article “Strategies to Support Students with Learning Disabilities who Experience Anxiety

Click here to access the answer to the question “How can educators support student mental health and well-being for long-term success?

Click here to access the article “Learning Disabilities and Mental Health

Click here to access the learning module “Supporting the Well-Being and Mental Health of Students with Learning Disabilities"

Click here to access the recording of the webinar “Recognizing and Supporting Anxiety in Students with LDs”.

Click here to access the recording of the webinar “Adolescent Stress, Coping Strategies and Learning Disabilities”.

Click here to access the TalkLD podcast episode “Social and Emotional Development of Students with LDs”.

Click here to access the recording of the webinar “Supporting the Social and Emotional Development of Students with LDs”.

Click here to read the evidence-based article “Social Skills Training (SST) for Students with Learning Disabilities

Click here to read the article “Beyond Social Skills: Understanding and Supporting Social Competence in Students with LDs

Click here to read the evidence-based article “Effective Behaviour Management for Students with LDs and Behavioural Disorders

Click here to read the evidence-based article “Developing Caring Schools: Positive Behavioural Interventions and Supports (PBIS)

Click here to read the evidence-based article “Mindfulness for Social and Emotional Competence: A Review of the Research

Click here to access the webinar “Strategies to Support the Success of Students with LDs on Exams and Standardized Tests”

Click here to read the evidence-based article “An Introduction to Self-Regulation

Click here to read the evidence-based article “Combining Writing and Self-Regulation Strategies: The SRSD Approach

Click here to read the evidence-based article “Activated Learning for Students with Learning Disabilities: A Mainstream, Whole-Class, Executive Function Intervention that is Necessary for Some and Good for All

Click here to access the learning module “An In-Depth Look at Executive Functions


Alduncin, N., Huffman, L.C., Feldman, H.M., & Loe, I.M. (2014). Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Human Development 90.6 299-306.

Amdurer, E., Boyatzis, R.E., Saatcioglu, A., Smith, M.L., & Taylor, S.N. (2014). Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success. Frontiers in Psychology 5.

Barnes, V.A., Davis, H.C., Murzynowski, J.B., & Treiber, F.A. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic medicine, 66(6), 909-914.

Beauchemin, J., Hutchkins, T.L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13, 34-45. doi: 10.1177/1533210107311624

Bethell, C., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2016-2115. doi:10.1377/hlthaff.2014.0914

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. doi:10.1093/clipsy.bph077

Black, D.S., Semple, R. J., Pokhrel, P. & Grenard, J. L. (2011) Component processes of executive function—mindfulness, self-control, and working memory—and their relationships with mental and behavioral health. Mindfulness, 2(3), 179-185

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899-911.

Broderick, P.C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35-46.

Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27(1), 45-51.

Burke, C.S. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133-144. doi:10.1007/s10826-009-9282-x

Burke, N., Hellman, J., Scott, B., Weems, C., & Carrion, V. (2011). The impact of adverse childhood experiences on an urban pediatric population. Child abuse & neglect, 35(6), 408-413. doi:10.1016/j.chiabu.2011.02.006

CADDRA. (2014) CADDRA ADHD Assessment Toolkit. Retrieved from

Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.

Dawson, P., & Guare, R. (2012). Coaching students with executive skills deficits. New York, NY: The Guilford Press.

Durlak, C., Rose, E., & Bursuck, W. (1994). Preparing high school students with learning disabilities for the transition to postsecondary education: Teaching the skills of self-determination. Journal of Learning Disabilities, 27(1), 51-59.

Dworet, J. & Sands, C. (2017, May 4). Strategies to Support the Success of Students with LDs on Exams and Standardized Tests [Webinar]. LD@school.

Evertson, C. M., Emmer, E. T. and Worsham, M. E. (2005) Classroom management for elementary teachers, 7th ed. Allyn and Bacon.

Field, S., Sarver, M., & Shaw, S. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24(6), 339-349.

Flook, L., Smalley, S.L., Kitil, M.J., Galla, B,M., Kaiser-Greenland, S., et al. (2010). Effects of mindful awareness practices on executive function in elementary school children. Journal of Applied School Psychology, 26, 70-95. doi: DOI: 10.1080/15377900903379125

Forness, S. R., & Kavale, K. A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19(1), 2-13.

Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: a meta-analysis and critical review. Journal of the American Academy of Child & Adolescent Psychiatry36(8), 1036-1045.

Gresham, F. M. (1998). Social Skills Training: Should We Raze, Remodel, or Rebuild? Behavioral Disorders, 24(1), 19-25.

Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344.

Hackman, D., & Farah, M. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73.

Harris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies instruction in writing. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (p. 226–256). Guilford Press.

Hazel, J. S., Schumaker, J. B., Sherman, J. A., & Sheldon-Wildgen, J. (1981). The development and evaluation of a group skills training program for court-adjudicated youths. Behavioral group therapy, 113-152.

Hostinar, C., Stellern, S., Schaefer, C., Carlson, S., & Gunnar, M. (2012). Associations between early life adversity and executive function in children adopted internationally from orphanages. Proceedings of the National Academy of Sciences of the United States of America, 109(Suppl 2), 17208-17212. doi:

Huppert, F.A. & Johnson, D.M. (2010). A controlled trial of mindfulness training I schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264-274. doi: 10.1080/17439761003794148

Joyce, A., Etty-Leal, J., Zazryn, T., Hamilton, A., & Hassed, C. (2010). Exploring a mindfulness meditation program on the mental health of upper primary children: A pilot study. Advances in School Mental Health Promotion, 3(2), 17-25. doi: 10.1080/1754730X.2010.9715677

Kalyva, E., & Agaliotis, I. (2009). Can social stories enhance the interpersonal conflict resolution skills of children with LD? Research in Developmental Disabilities, 30(1), 192-202. doi:

Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta analysis. Journal of Learning Disabilities, 29, 226–238.

Kavale, K. A., & Mostert, M. P. (2004). Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly, 27(1), 31-43.

Knoster, T. (2008) Effective classroom management. Baltimore, MA: Paul H. Brookes Publishing.

Kounin, J. S. (1970) Discipline and group management in classrooms. New York, NY: Holt, Rinehart & Winston.

Kuyken, W., et al. (2013). Effectiveness of the Mindfulness in Schools Programme: Non-randomised controlled feasibility study. British Journal of Psychiatry. Published online in advance of print. Retrieved from

Machete, R. (2014, October 22). Transitioning to Post-Secondary: The Importance of Planning with the End in Mind [Webinar]. LD@school.

Marzano, R. (2003) What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development.

Mendelson, T., Greenberg, M.T., Dariotis, J.K., Gould, L.F., Rhoades, B.L., & Leaf, P.J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985-994. doi: 10.1007/s10802-010-9418-x

Michaels, C. (1994). Transition strategies for persons with learning disabilities. San Diego, CA: Singular Publishing Group, Inc.

Milligan, K., Phillips, M. & Morgan, A. (2015). Tailoring Social Competence Interventions for Children with Learning Disabilities. Journal of Child and Family Studies, online Sep 03 2015.

Mishna, F. (2003). Peer victimization: The case for social work intervention. Families in Society, 84(4), 513-522.

Mishna, F., Muskrat, B., Farnia, F., & Weiner, J. (2011). The effects of a school-based program on the reported self-advocacy knowledge of students with learning disabilities. Alberta Journal of Educational Research, 57(2), 185-203.

Missouri Schoolwide Positive Behavior Support (MSPBS). (2012) Missouri Schoolwide Positive Behavior Support Team Workbook [online]

Moffitt, T., Arseneault, L., Belsky, D., Dickson, N., Hancox, R., Harrington, H., Houts, R., Poulton, R., Roberts, B., Ross, S., Sears, M., Thomson, W., Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.

Napoli, M., Krech, P.R., & Holley, L.C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99-125. doi: 10.1300/J008v2n01_05

Ontario Ministry of Education. (2002) Transition Planning: A Resource Guide. Retrieved from:

Ontario Ministry of Education. (2004). The Individual Education Plan (IEP): A Resource Guide. Retrieved from Ministry of Education:

Ontario Ministry of Education. (2010). Caring and Safe Schools in Ontario: Supporting Students With Special Education Needs Through Progressive Discipline, Kindergarten to Grade 12. Retrieved from Ministry of Education:

Ontario Ministry of Education. (2013). Supporting minds: An educator’s guide to promoting student’s mental health and wellbeing. Retrieved from:

Ontario Ministry of Education. (2013b). Creating Pathways to Success: An Education and Career/Life Program for Ontario Schools, Policy and Program Requirements, Kindergarten to Grade 12. Retrieved from Ministry of Education:

Phillips, P. (2001). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students’, teachers’, and parents’ perceptions of program effects. Journal of Learning Disabilities, 23(8), 466-471.

Prater, M., Redman, A., Anderson, D., & Gibb, G. (2014). Teaching adolescent students with learning disabilities to self-advocate for accommodations. Intervention in School and Clinic, 49(5), 298-305.

Rainy River District School Board (RRDSB) (2019). Supporting the Transition to High School A guide for parents & students. Retrieved from:

Reid, R., Lienemann, T. & Hagaman, J. (2013). Strategy instruction for students with learning disabilities. New York: The Guilford Press.

Segal, Z.V., Williams, M.G., & Teasdale, J.D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York, NY: Guilford.

Semple, R.J., Lee, J., Rosa, D., & Miller, L.F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19, 218-229. doi: 10.1007/s10826-009-9301-y

Shonkoff, J., & Garner, A. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246. doi:10.1542/peds.2011-2663

Shonkoff, J., & Phillips, D. (2000). From Neurons to Neighborhoods. Washington, DC: National Academy Press.

Sideridis, G. D. (2007). Why are students with LD depressed? A goal orientation model of depression vulnerability. Journal of Learning Disabilities, 40(6), 526-539.

Smith-Carrier, T., & Gallinaro, A. (2013). Putting your mind at ease: Finding from the Mindfulness Ambassador Council in Toronto area schools. Toronto, ON: Factor-Inwentash Faculty of Social Work, University of Toronto.

Southern Education Foundation. (2015). A new majority: Low income students now a majority in the nation's public schools. Retrieved from

Sparks, R. L., & Lovett, B. J. (2009). College students with learning disability diagnoses: Who are they and how do they perform? Journal of Learning Disabilities, 42(6), 494-510.

Statistics Canada. (2015). Learning disabilities among Canadians aged 15 years and older, 2012. Retrieved from

Stichter, J.P., O’Connor, K.V., Herzog, M., Lierheime, K. & McGhee, S. (2012). Social competence intervention for elementary students with Aspergers Syndrome and high functioning Autism. Journal of Autism and Developmental Disorders, 42, 354-366.

Suveg, C., Sood, E., Comer, J. S., & Kendall, P. C. (2009). Changes in emotion regulation following cognitive-behavioral therapy for anxious youth. Journal of Clinical Child & Adolescent Psychology, 38(3), 390-401.

Svetaz, M. V., Ireland, M., & Blum, R. (2000). Adolescents with learning disabilities: Risk and protective factors associated with emotional well-being: Findings from the National Longitudinal Study of Adolescent Health. Journal of Adolescent Health, 27(5), 340-348.

Swing, E. L., Gentile, D. A., Anderson, C. A., & Walsh, D. A. (2010). Television and video game exposure and the development of attention problems. Pediatrics, 126(2), 214-221. doi:

Tau, G., & Peterson, B. (2010). Normal development of brain circuits. Neuropsychopharmacology, 35, 147–168.

Valås, H. (1999). Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social Psychology of Education, 3(3), 173-192.

Van Reusen, A., & Bos, C. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60(5), 466-475.

Vedi, K., & Bernard, S. (2012). The mental health needs of children and adolescents with learning disabilities. Current Opinion in Psychiatry, 25(5), 353-358.

Westwood, P. (2003). Commonsense methods for children with special needs: strategies for the regular classroom. (4th ed). London: Routledge-Falmer, 2004. Eric. Web. 29, April, 2014.

Wiener, J., & Harris, P. J. (1997). Evaluation of an individualized, context-based social skills training program for children with learning disabilities. Learning Disabilities Research & Practice, 12(1), 40-53.

Wiener, J. & Timmermanis, V. (2012) Social relationships of children and youth with learning disabilities: The 4th R. In B. Y.L. Wong and D. L. Butler (Eds). Learning about Learning Disabilities. Elsevier, pp. 89-140.

Williams, M., Teasdale, J., Segal, Z., & Kabat-Zinn, J. (2007). The mindful way through depression: Freeing yourself from chronic unhappiness. New York, NY: Guilford Press.

Wilson, A. M., Deri Armstrong, C., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42(1), 24-40.

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance. New York, NY: Routledge.