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 [...]
By Carole Boudreau, Anne Rodrigue, Julie Myre-Bisaillon, Véronique Parent, and Annick Tremblay-Bouchard Overview Effective reading is primarily a function of two important components: reading automaticity (accuracy) and reading fluency (Tressoldi, Vio, & Iozzino, 2007). In this respect, various meta-analyses (Therrien, 2004, National Reading Panel, 2000) have demonstrated a positive relationship between improved fluency and [...]
In this TalkLD podcast, we discuss social and emotional development. This podcast features a one-on-one interview with Dr. Judith Wiener, Professor in the Department of Applied Psychology and Human Development at Ontario Institute for Studies in Education (OISE) at the University of Toronto. Dr. Wiener shares her knowledge and perspective on the impact that educators and learning environments can have on the social and emotional development of students with learning disabilities (LDs) and their success in the classroom.
By Kelly Ryan Hicks and James B. Hale Commercial Reading Programs: Being an Informed Consumer Commercial reading programs are useful as they may provide the instructional methods and materials all in one package. Most websites and promotional materials “sound good” when first looking at them. This makes it difficult to determine which programs may be [...]
Please click here to download the PDF transcript for this webinar. Webinar Description: Approximately 5% of children have a specific learning disability* affecting their ability to acquire even the most basic numerical and mathematical skills. This difficulty has been referred to as ‘developmental dyscalculia’. So what is developmental dyscalculia, how does it impact learning, and how can [...]
By Carole Boudreau, Anne Rodrigue, Véronique Parent, Julie Myre-Bisaillon, and Annick Tremblay-Bouchard According to Okolo and Ferretti (2013), teaching history to high school students with learning disabilities (LDs) can be challenging. Reflect on the many skills that are required to understand content: a significant capacity for memorizing and recalling information, the use of a specific and [...]
The advent of assistive technologies opens up new possibilities for both learning and teaching. Assistive technology (AT) enables students with special needs to overcome obstacles and perform complex tasks. The research can help us to understand and identify what a project to introduce AT for high school students entails.
Errorless classroom management using keystone behaviours is a whole-classroom behaviour management approach that promotes inclusive classrooms. It allows educators to proactively address several problematic behaviours simultaneously, which allows more time to be devoted to instruction.