Mariem Farag, Special Education Specialist, provides some questions to ask yourself early on when interacting with students who are being labelled as having behavioural problems, to guide your interventions.
As we approach a third school year affected by this pandemic, the challenges for those working in schools are very different. And in many ways, the goals won’t be clear until after school begins in September.
Research indicates that a number of conditions must be met in order to maximize the effectiveness of assistive technology, three of which are in this article.
Phonemic awareness is not only one of the strongest predictors of reading and writing success, but it is also fun to teach. Here are a few ways that educators can work it into kindergarten and primary classrooms.
Mental imagery, or the ability to create a visual representation in your mind, can be used to support visual reading processes in ways that can benefit students who struggle with reading and writing due to their LDs. Creating mental imagery of a word is a strategy that can be used in the classroom to support reading and writing instruction and remediation.
It is now well-known that students’ reading skills have an important role in mathematics, in particular for solving word problems. One reading skill needed to understand and solve written mathematical problems is the ability to make inferences.
Although girls with ADHD will tend to struggle in all areas of functioning, we tend to rely more heavily on relatively subtle clues during diagnosis, and educators are often in the best position to observe them.
Research suggests that students with LD transitioning to post-secondary environments often face a variety of academic, social, and emotional challenges as they navigate changes and differences between the secondary and post-secondary settings.
When the Ministry of Education announced it would require students to take online courses in order to graduate, there was concern about whether students with learning disabilities (LDs) would find success. In response to this concern, the Ministry amended their original plan and announced that students with LDs could be exempt from online learning. This has sent mixed messages to students with LDs and their parents and may have convinced many that online learning is not possible for students with LDs.
Teaching math online is a challenge for many teachers. It has become necessary for teachers to find virtual strategies or incorporate new platforms into their teaching.
