This article is an excerpt from the LD@school learning module Supporting the Well-Being and Mental Health of Students with Learning Disabilities. Click here to access this module. Everyone experiences stress from time to time. It is a natural reaction to certain events in our lives, such as demands at work or at school, uncertainty around [...]
Students with learning disabilities (LDs) are more likely to experience anxiety than their peers without LDs (Nelson & Harwood, 2010). However, the presence of a learning disability may complicate the identification of an anxiety disorder. In addition, intervention approaches and classroom strategies need to take into account both the LD profile and the anxiety symptoms. In this advanced level webinar, we will review subtypes of anxiety disorders to understand what they may look like in a school setting. We will share practical strategies for supporting the student with LDs and anxiety, reflecting challenging issues such as school refusal, selective mutism, social anxiety, and obsessive- compulsive disorder, for example.
Social competence requires more than just social skills; it is a complex and interconnected set of skills that enables us to navigate social interactions and initiate and maintain relationships with others.
For educators, setting the stage for a successful school year begins with practicing and applying a growth mindset in your daily approach. Students with learning disabilities (LDs) can struggle with negative self-image, poor self-esteem and a lack of resilience; these students may have a “fixed mindset”. A growth mindset has been shown to increase positive learning outcomes for students with LDs, and educators can impact their students’ well-being and achievement by modelling a growth mindset for learning. This webinar will provide educators with an understanding of the relationship between growth mindset and achievement, as well as resources and strategies for supporting students with LDs.
Having LDs may complicate the picture of anxiety, and may make it tricky for educators to recognize overlapping behaviors. For example, students who appear restless, distracted and who have difficulty concentrating may have a neurodevelopmental disorder, such as a learning disability or attention deficit hyperactive disorder (ADHD). But students may also be distracted by internal thoughts and worries, reflecting anxiety.
The Integra Program by the Child Development Institute is the only accredited children’s mental health agency in Canada to specialize in providing mental health services exclusively to children, youth and families with learning disabilities. LDMH: A Handbook on Learning Disabilities and Mental Health is a resource developed by Integra Program staff as part of their [...]
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 [...]
