Educating and learning online can be daunting in the best of times. If your students have learning disabilities (LDs) it can be even more complicated. How do you adapt online lessons to meet the needs and tap into their strengths of students with LDs?
EquatIO is truly a revolutionary tool that mathematicians have always wanted but never had. Its accessibility features allow students from all skill levels to enter into the world of mathematics, using the prior knowledge they already have. The end result, confidence and capacity building within the world of numeracy.
What are some strategies that could be used to better support students with LDs when teaching math online?
Teaching math online is a challenge for many teachers. It has become necessary for teachers to find virtual strategies or incorporate new platforms into their teaching.
Students with learning disabilities (LDs) commonly encounter more difficulties than their peers when it comes to working in the often less structured environment of home.
EquatIO is a chrome extension that makes math digital. It can help teachers and students at all levels create math expressions, formulas, equations, quizzes, all quite easily.
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.
Parents can help reduce back to school stress for students with LDs by reducing the working memory load so their child can focus on the job of learning; it will directly impact their child’s experience going back to the classroom this September.
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.
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.