Resources - LD@school

271 results out of 271 posts

How do I choose between the different types of assistive technology to make sure my students have the tools they need to succeed?
Published July 31, 2020, by LDAOeng There are hundreds of assistive technologies available, and simply too much information for one person to track. To help with this problem, Dr. Todd Cunningham, a clinical psychologist at the University of Toronto/OISE, specializing in AT, and his team of graduate students have gone through and compiled as much information and research as they could find. All this information is available on the website ATSelect.org. 0 Comments

From Secondary School to the Workplace: Preparing Students with Learning Disabilities for Success
Published July 22, 2020, by LDAOeng Graduating from secondary school is a rewarding and exciting time. For students with LDs making the transition to work, it can also be a time of stress and anxiety. Support from educators can help reduce anxiety and prepare students for success in the workplace. 0 Comments

Oral Language Skills and Learning Disabilities: A Review for Educators
Published July 17, 2020, by LDAOeng Having impaired oral language skills can impact learning in all subject areas and thus have an enormous effect on school success. It is not surprising then, that children with a persistent problem learning language, known as Developmental Language Disorder (DLD), are at an increased risk of poorer academic and social performance. 0 Comments

FAQ: Developing Skills with Assistive Technology
Published July 2, 2020, by LDAOeng The following questions were received during the LD@school webinar, Assistive Technology & Distance Learning – Developing Skills with Accessible Tools During COVID-19. 0 Comments

Adapted Webinar: Unlocking the power of the Relationship – Growing Social-Emotional Skills in Students with LDs
Published June 30, 2020, by LDAOeng This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2016. The LD@school team is pleased to present the session: Unlocking the power of the Relationship - Growing Social-Emotional Skills in Students with LDs presented by Dr. Colin King. 0 Comments

Avoiding Working Memory Overload in Students with LDs
Published June 24, 2020, by LDAOeng Students with working memory deficits will have to work much harder than their typically developing peers to learn and carry out classroom activities. The strategies outlined in this article can help to increase the efficiency and functioning of working memory to avoid overload. 0 Comments

Dynamic Communities of Math Learners: Fostering Well-Being and Reducing Anxiety
Published June 23, 2020, by LDAOeng This article provides strategies for recognizing and reducing math anxiety in all students while using the growth mindset and inquiry to create dynamic communities of math learners. 0 Comments

Webinar Recording: Knowing the Learner – Creating and Contributing to a Robust Learner Profile for Students with LDs
Published June 1, 2020, by LDAOeng According to Learning for All, students who require additional support, like those with LDs, should have a learner profile in place. These learner profiles should give detailed, in-depth information about the learning strengths and needs of the individual student. But do you know what to include in the profile? 0 Comments

How does one differentiate between mild, moderate, and severe LDs?
Published June 1, 2020, by LDAOeng This article has been updated to reflect the new set of guidelines for diagnosis created by the Cross-Sectoral Psychology Working Group on Learning Disabilities, adopted by the Ontario Psychological Association in 2018, and the Learning Disabilities Association of Ontario in 2019. 0 Comments

Using the Response to Intervention (RTI) Model to Develop Reading Fluency in Grade 2 Students
Published May 27, 2020, by LDAOeng Teachers devote a lot of energy to teaching students to become competent readers, which is even more challenging in the inclusive classroom where some students have reading difficulties. This article examines the efficacy of a teaching activity program designed and tested in the three tiers of the Response to Intervention (RTI) model. 0 Comments