The LD@school team has developed a toolkit for educators to use during Learning Disabilities Awareness Month (#LDmonth) to help spread awareness in your school and classroom. You may choose to use one or all of the resources, share with your colleagues, students, parents or your community.
What are the first steps a teacher should take when they notice a student is having behavioural problems?
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.
Through real-life stories and experiences, this presentation will cover the strategies and philosophies required to teach students who have been labelled formally and informally as behavioural
Tory was diagnosed with ADHD and dyslexia as a child. Watch this video and discover the simple moments of support from caring educators that made all the difference.
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.
Students with learning disabilities may be at greater risk for mental health problems including ADHD, anxiety, mood disorders, and interpersonal problems. Deanna Swift, from School Mental Health Ontario provides resources support educators in their efforts to create a mentally healthy classroom.
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.
ADHD and anxiety have become big problems for classroom teachers. New research on the notion of cognitive control leads us to believe that managing attention, impulsiveness, and anxiety requires several shared skills, which can be taught explicitly.
Cultivating the Hearts of Students through Books: Using Children’s Literature to Support Social-Emotional Learning
For over 20 years, research has shown that social-emotional learning should take a more important role in the classroom. Teachers should highlight the emotions felt by the characters in children's literature to promote social-emotional learning and discussions while continuing to meet academic goals.
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.