This webinar will provide educators with an understanding of the relationship between anxiety and LDs. Practical strategies for supporting the student with anxiety and LDs in primary, elementary, and secondary school settings will be shared.
Approaches drawing on mindfulness have become increasingly popular over the last few years. Research in school settings, specifically relating to students with LDs, is still only in the beginning stages, but the results available to date are promising.
by Elisa Blasi, Learning Disabilities Association of York Region Ambassador Elisa's Story Have you ever heard the term “the elephant in the room”? It is often used when there is an obvious issue or problem that everyone can see, yet, in order to avoid an uncomfortable situation, is sidestepped. For most of my life, I [...]
by Michael Fairbrother and Dr. Jessica Whitley What Is Self-regulation? Self-regulated learning is a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully navigate their learning experiences (Zumbrunn, Tadlock, & Roberts, 2011). According to Canadian researcher, Shanker (2012), “self-regulation refers to a child’s ability to deal with stressors effectively and efficiently and then return to a baseline [...]
Help students be empathetic towards students with learning disabilities Meta-description: Start by modelling empathy and understanding. Students want to succeed and if they aren’t doing well it is often because something is getting in the way.
In high school, we are seeing more and more students voice concerns about anxiety around oral presentations. They often choose to take a zero on the assignment rather than do the presentation. How can mindfulness strategies help our students who are experiencing these anxieties around presentations? LDs and Anxiety To begin, it is useful to [...]
This webinar explored the emerging field of mindfulness in education, providing participants with a foundational understanding of what mindfulness is and why it has become an increasingly accepted and popular resource for teachers and students, in Ontario and around the world, to increase well-being and self-regulation, and combat issues such as burn-out, anxiety, and stress.
In this summary, anxiety refers to fears that are out of proportion to the danger and that adversely affects a student’s ability to function in daily life (Turgeon and Brousseau, 2000). According to the research, many students with LDs show signs of short- and long-term stress that can lead to anxiety and affect them throughout their lives (Painchaud, 2014, p. 4). This summary offers educators an overview of these signs, as well as strategies for supporting students with LDs who experience anxiety at school.
Students with learning disabilities are at increased risk for mental health problems such as anxiety, depression, mood disorders, low self-esteem and disruptive behaviours. According to Children’s Mental Health Ontario, 1 in 5 of children and youth under the age of 19 in Ontario has a mental health problem. This means that almost 20% of students in a typical classroom may be dealing with a mental health problem - making it difficult for them to learn, or regulate their behaviour appropriately. These statistics have significant implications for educators who are in need of information, resources and strategies to support the mental health and well-being of students with LDs.
This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.