Evidence-Based

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Webinar Recording: Adolescent Stress, Coping Strategies and Learning Disabilities

This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.

VIDEO: Mindfulness Teaching Practices: Implementing the Integra Mindfulness Martial Arts Program in the Trillium Lakelands District School Board (Part II)

This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system.  The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.

By |August 31st, 2015|Categories: Mental Health & Well-Being|Tags: , , , |0 Comments
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VIDEO: Supporting the Mental Health and Well-Being of Students with LDs through Integra Mindfulness Martial Arts (Part I)

This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system.  The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.

By |August 31st, 2015|Categories: Mental Health & Well-Being|Tags: , , , |0 Comments
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QRAC-the-Code: A Strategy for Monitoring Reading Comprehension in High School Students

By Véronique Parent, Anne Rodrigue, Carole Boudreau, Julie Myre-Bisaillon, Annick Tremblay-Bouchard Several studies on high school students have examined strategies for improving reading comprehension. High school students are often required to learn course material by reading on their own and, in most cases, this material is in the form of expository texts. Students with learning [...]

By |July 22nd, 2015|Categories: Literacy|Tags: , , , |0 Comments
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Reading and the Brain: Strategies for Decoding, Fluency, and Comprehension

There are a number of valuable resources for teaching children with reading problems and reading LDs. The following evidence-based intervention strategies were developed based on a number of important resources. Several of these intervention strategies recognize the National Reading Panel (2000) findings that effective reading instruction addresses alphabetics, fluency, and comprehenison.

By |May 15th, 2015|Categories: Literacy|Tags: , , , |0 Comments
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LDs in Mathematics: Evidence-Based Interventions, Strategies, and Resources

This evidence-based article provides an overview of fundamental mathematical skills, and strategies for supporting students with LDs in mathematics. It also provides an explanation of the brain areas related to mathematical skill acquisition.

By |March 17th, 2015|Categories: Math|Tags: , , , , , |0 Comments
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Interventions for Students with Writing Disabilities

By Jessica A. Carmichael and James B. Hale Debunking the Myths: If You Can Talk, You Can Write An old myth still can be heard in some schools: If you can talk (expressive language), and are taught handwriting and spelling in school, then you can also write well. For some children this may be true, [...]

By |March 17th, 2015|Categories: Literacy|Tags: , , , , |0 Comments
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Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities

Explicit instruction involves using highly structured and sequenced steps to teach a specific skill. With this approach, the educator intentionally aims to teach students with learning disabilities using a series of actions in three main stages.

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Integrating Vocabulary Instruction with Reading Comprehension Strategies

To be effective for students with LDs, instructional activities must be focused on explicit instruction, not only instruction relating to the meanings and illustrations of words, but equally relating to the teaching of one or more reading comprehension strategies.

By |December 8th, 2014|Categories: Literacy|Tags: , , |0 Comments
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Collaboration Between Teachers in Secondary Schools

By Kyle Robinson and Dr. Nancy L. Hutchinson Introduction: Why Focus on Secondary School? The school cultures of elementary and secondary school are very different, as any teacher who has taught in both settings can attest to. Numerous studies have alluded to the fractured (alternatively “balkanized” or “siloed”) nature of secondary schools; the division of [...]

By |September 24th, 2014|Categories: Educator Supports|Tags: , , , |0 Comments