What is your role, as a member of the educational team, if a student brings a service animal to school? Why might such an animal be needed? This article is intended to provide the tools needed to understand the important role such an animal plays in the life of a student with a disability, using research on the subject.
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.
When Michael was a student, the last place he ever thought he would end up working in, is a school. Growing up with dyslexia and ADHD, Michael worked hard in school but his results did not reflect his effort. His teachers just didn't know how to help. But now that Michael is an educator, he draws on his own experience to support students with LDs.
How can I support a student with LDs who is worried about falling behind academically after distance learning during Covid-19?
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.
How do I choose between the different types of assistive technology to make sure my students have the tools they need to succeed?
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.
Having impaired oral language skills can impact learning in all subject areas and thus have an enormous effect on school success. It is not surprising then, that children with a persistent problem learning language, known as Developmental Language Disorder (DLD), are at an increased risk of poorer academic and social performance.
The following questions were received during the LD@school webinar, Assistive Technology & Distance Learning – Developing Skills with Accessible Tools During COVID-19.
Adapted Webinar: Unlocking the power of the Relationship – Growing Social-Emotional Skills in Students with LDs
This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2016. The LD@school team is pleased to present the session: Unlocking the power of the Relationship - Growing Social-Emotional Skills in Students with LDs presented by Dr. Colin King.
Students with working memory deficits will have to work much harder than their typically developing peers to learn and carry out classroom activities. The strategies outlined in this article can help to increase the efficiency and functioning of working memory to avoid overload.
This article provides strategies for recognizing and reducing math anxiety in all students while using the growth mindset and inquiry to create dynamic communities of math learners.