FAQ: Developing Skills with Assistive Technology
The following questions were received during the LD@school webinar, Assistive Technology & Distance Learning – Developing Skills with Accessible Tools During COVID-19.
How does one differentiate between mild, moderate, and severe LDs?
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.
What are the differences and similarities between Non-Verbal Learning Disabilities (NVLD) and ADHD?
While it is theoretically possible to have someone who has both NVLD and ADHD, these two conditions often get confused because some of the symptoms associated with them overlap. This does not mean that the two conditions are co-morbid (that is, it is not the case that they frequently occur together), but rather that some of the symptoms of both conditions look the same.
What strategies can we use to improve a student’s flexibility?
Much of the time, flexibility problems persist less because of a lack of objectively good strategies and more because of a lack of the motivation, engagement, and interest to get behind a strategy and apply it.
FAQ: Extra time in assessment settings
Unfortunately, there is no miracle strategy to make students manage their time, especially on their own. Nathalie Arbour answers questions received from webinar participants about giving students extra time in assessment settings.
Why is it Important to Build and Support Resiliency Skills for Students with LDs?
Resiliency is a key skill for everyone, not just for students with learning disabilities (LDs). The ability to overcome adversity, manage setbacks, and be adaptable to the new or difficult situations one is faced with, are central to success for everyone. It is even more essential that students with LDs develop resiliency.
How can Speech-Language Pathologists Support Students with LDs to Learn Math?
Sabrina O'Keefe, a Speech-Language Pathologist (SLP), answers two questions about the ways in which SLPs can help students with LDs aquire math skills.
What are Some “low-tech” Methods for Helping Students with Reading Difficulties?
Answered by Nathalie Paquet-Bélanger Although some research (MacArthur, 2013) has shown that the use of text-to-speech technology improves the performance of students with reading difficulties, this method should not be the first one considered or may not be good for everyone. Here are a few ideas for strategies and tools that could be useful for readers [...]
How should I organize my classroom library to make it accessible to all students?
Why have a classroom library? Research has shown that classroom libraries improve both the reading skills and motivation of students to read (Allington, 2012; National Council of Teachers of English, 2017; Neuman, 2016). Classroom libraries provide easy access to books and the classroom library may be the main source of reading materials for children from [...]
How can I support a student who is experiencing difficulty learning?
The decision tree below is a tool offering educators (grades 1 through 12) a roadmap to identifying issues and solutions when a student demonstrates difficulty learning. It is based on a series of five questions that educators can ask themselves in order to identify the difficulty observed in the student. Depending on the answer to [...]