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 [...]
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 [...]