According to the discussion document, Ontario’s Well-Being Strategy for Education (2016), “well-being is a positive sense of self, spirit and belonging that we feel when our cognitive, emotional, social and physical needs are being met” (p. 3). Well-being is fundamental to overall student success.
“Activated Learning” (AL), also called the “EFs2theRescue Pedagogy” in Guare and Dawson’s 3rd edition of Executive Skills in Children and Adolescents, is an adaptive executive function (EF) intervention that aims to facilitate high-impact teaching and learning that is necessary for some and good for all in typical classrooms. AL is a self-regulated learning pedagogy that, among other benefits, allows teachers to support students with learning disabilities (LDs) as part of their everyday teaching. It was developed in 2014 by a special education teacher (the author) and has been championed by hundreds of educators in several school boards in Canada, the U.S. and the U.K.
Independent reading provides students with an opportunity to practice the decoding and comprehension strategies and skills learned during class time on self-selected materials. Not only does independent reading provide additional practice time for students, but it also fosters independence (Johnson & Keire, 2010). TeachHub (n.d.) cites independent reading as the opportunity for students to “dive [...]
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).
