Parents can help reduce back to school stress for students with LDs by reducing the working memory load so their child can focus on the job of learning; it will directly impact their child’s experience going back to the classroom this September.
If academic and applied streams are amalgamated, there is a possibility that students who require more support - such as students with LDs - could fall through the cracks. Educators should be aware of the following potential challenges that may be caused by de-streaming.
We may not know what September holds for our schools and communities, but we can be sure that supporting students with an LD will require serious thought and precision.
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.
When a student refuses to complete homework, the first step to helping is to understand why. If we do not know how the student became “lost” in trying to carry out the task, our guidelines might not be very useful.
The following questions were received during the LD@school webinar, Assistive Technology & Distance Learning – Developing Skills with Accessible Tools During COVID-19.
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.
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.
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.
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.
