The team has made the decision; an IEP will be developed to further support the student. The process begins and sometimes those collaborating in the development of the IEP can end up feeling quite overwhelmed. The timelines, the decisions that need to be made, familiarity with the software and the conscientious desire to develop a [...]
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 [...]
One of the main reading difficulties people with LDs have is in decoding printed words. People without LDs often use a phonics approach to sound out unfamiliar words but that does not work as well for many people with LDs who have difficulty in phonological processing – that is, in hearing the different sounds in words. They may also have difficulty associating sounds with letters (Lyon, 1995). This, in turn, interferes not only with the ability to sound out unfamiliar words but it also strongly affects spelling – for how could someone spell a word accurately when they do not hear all of the sounds in the word?
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.
Behavioural disorders, particularly those of the externalized type[1], and learning disabilities often occur together. Indeed, the comorbidity between these two types of disorders in students was identified more than 20 years ago (Hinshaw, 1992). More specifically, empirical studies have shown that 75% of students with learning disabilities also lack social skills (Lane, Gresham, & O’Shaughnessy, 2002; National Dissemination Center for Children with Disabilities, 2008).
In this article, we seek to understand the errors that students make. We offer a number of cautionary notes for creating activities for the acquisition of this mathematical concept. The errors explored in this article come out of research involving students between the ages of 9 years and 12 years, at the moment when they displayed reactions of avoidance, worry or anxiety (DeBlois and Bélanger, 2016, DeBlois, 2014).
Metacognition is a process that relates to the knowledge that we have of our own strategies and the control that we are able to exert over these strategies in order to solve problems more efficiently. Metacognition is a high-level executive function that draws on our ability to reflect on what we know in order to understand how we function and assess our approach to learning. It is one of the best predictors of school success (Dévolvé, 2005).
In 2017, LDAO launched a website for parents: LD@home (www.LDatHome.ca)! LD@home is a free resource for parents of students with learning disabilities (LDs) from kindergarten to grade 8. Its goal is to help bridge the gap between school and home. Click here to visit the LD@home website.
For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!
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 [...]
