Sarah Calvin, OCT, Producer of Bilingual Educational Content with the LD@school team “Explicit instruction is a group of research-supported instructional behaviors used to design and deliver instruction that provides needed supports for successful learning through clarity of language and purpose, and reduction of cognitive load. It promotes active student engagement by requiring frequent and varied [...]
John McNamara, Ph.D., Brock University Recently, researchers and educators have explored an interesting idea – that there may be distinct advantages to having learning disabilities. Within the field of business, the arts, entrepreneurship, and many other areas, there are numerous examples of individuals with learning disabilities who have reached tremendous levels of success. For instance, Richard [...]
What is Working Memory? Working memory refers to a brain system, or mental workspace, responsible for temporarily storing and manipulating information. It is different from short-term memory, where information is stored and recalled in the same format; for example, students can hold a set of numbers in short term memory, but in order to repeat [...]
Executive function is an umbrella term covering a number of management functions, including organization, self-regulation, planning, and self-monitoring. The presentation will focus on research-based instructional strategies and accommodations that contribute to the classroom success of students with executive function LDs. During the webinar, the speakers will define executive function, and identify the signs of executive functioning needs and their impact on academic and behavioural success. The presentation will also highlight the brain areas associated with executive function, the developmental progression of executive functioning, and how the environment can influence the development of the regulatory system in the brain, including how executive functioning skills are employed during times of stress.
Dyslexia, a specific learning disability, is more often investigated on the basis of its limitations than its strengths. The purpose of this article, which is primarily based on a survey of the scientific literature on the hidden potential of individuals with dyslexia, is to increase awareness amongst educators of the complexity of this disability and to offer a fair, even promising, representation of dyslexia. In so doing, it invites educators to reflect on their own perceptions of dyslexia.
In this review, the authors examine at the efficacy of assistive technology (AT) for intermediate level (grade 6-8) students with learning disabilities (LDs). Additionally, the authors present a number of research findings and suggestions for implementing AT.
By Ian Matheson and Jeffrey MacCormack With the incredible demands we face as educators, it can be difficult to stay on top of research about our students. It seems like there is a new scientific term every year as we learn more and more about the human brain. Research in the cognitive and neurological sciences [...]
By Jeffrey MacCormack and Ian Matheson Click here to access the infographic. Even though we’ve known for some time that working memory and learning disabilities (LDs) are related, we still don’t fully understand their relationship. Working memory is our ability to store information temporarily while our brain is busy with a different task. We use [...]
This video provides an overview of the Feed All Four framework, developed by Trillium Lakelands District School Board. The Feed All Four framework is based on improving the social and emotional development and self-regulation of students through mindfulness and positive self-perception. This framework is beneficial to students with learning disabilities because it provides them the necessary tools to deal with conflict and anxiety, helps them focus on the task at hand, and encourages them to advocate for themselves. It also encourages them to look at the positive aspects of themselves as opposed to the negative aspects. These strategies are necessary for some students with LDs, but can be good for all.
by Julie Myre-Bisaillon, Annick Tremblay-Bouchard, Véronique Parent, Carole Boudreau and Anne Rodrigue In order for a child to learn how to read, he or she must be able to recognize written words effectively, have a meaningful understanding of syntactic structures, and develop skills related to comprehension (Observatoire national de la lecture, 2000). For children with [...]