Junior (4-6)

  • Behaviour and Classroom Management

Effective Behaviour Management for Students with LDs and Behavioural Disorders

Behavioural disorders, particularly those of the externalized type[1], and learning disabilities often occur together. Indeed, the comorbidity between these two types of disorders in students was identified more than 20 years ago (Hinshaw, 1992). More specifically, empirical studies have shown that 75% of students with learning disabilities also lack social skills (Lane, Gresham, & O’Shaughnessy, 2002; National Dissemination Center for Children with Disabilities, 2008).

Visual Strategies for Organization and Planning

The goal of this video is to show educators how using visual structure and supports can improve organization and planning in our students.

Managing Parent-Teacher Relationships

In this podcast, Kelli Cote shares her story about navigating the educational system, both as a parent of a child with LDs and as an educator who has worked with many families of students with LDs. She explains the importance of cultivating empathy and caring in educators who work with students with LDs so that they approach parent-teacher relationships with care and sensitivity.

By |July 24th, 2017|Categories: Educator Supports|Tags: , , , |0 Comments
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How do we encourage more educators to integrate technology into their classrooms?

Answered by Lise Galuga and Marie-Josée Joly Technology has made great strides over the last few decades. Today, we rely on small devices that remind us of our appointments, allow us to collaborate on writing documents, make audio recordings or videos, or entertain us. Today’s students cannot fathom a world without technology. They regularly engage [...]

By |June 16th, 2017|Categories: Technology|Tags: , , , , |0 Comments

Teaching Fractions: a Few Cautionary Notes

In this article, we seek to understand the errors that students make. We offer a number of cautionary notes for creating activities for the acquisition of this mathematical concept. The errors explored in this article come out of research involving students between the ages of 9 years and 12 years, at the moment when they displayed reactions of avoidance, worry or anxiety (DeBlois and Bélanger, 2016, DeBlois, 2014).

By |May 30th, 2017|Categories: Math|Tags: , , |0 Comments
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LDMH: A Handbook on Learning Disabilities and Mental Health

The Integra Program by the Child Development Institute is the only accredited children’s mental health agency in Canada to specialize in providing mental health services exclusively to children, youth and families with learning disabilities.  LDMH: A Handbook on Learning Disabilities and Mental Health is a resource developed by Integra Program staff as part of their [...]

  • Image of the book: Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools

Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools

“Inclusive education is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.” (Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy, 2009, p. 4.)

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How do I support intermediate and senior students struggling with working memory in math problem solving?

One challenge that may arise for students is working with symbolic representations. Students with working memory difficulties continually have to make sense of symbols, and may forget where they are in a procedure. Using manipulatives, graphic organizers, or pictorial representations can reduce this strain on their working memory, as these tools may allow students to draw on their strengths to represent their thinking.

By |May 11th, 2017|Categories: Math|Tags: , , , |0 Comments

Metacognition and Assistive Technology

Metacognition is a process that relates to the knowledge that we have of our own strategies and the control that we are able to exert over these strategies in order to solve problems more efficiently. Metacognition is a high-level executive function that draws on our ability to reflect on what we know in order to understand how we function and assess our approach to learning. It is one of the best predictors of school success (Dévolvé, 2005).

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How does one differentiate between mild, moderate, and severe LDs?

How does one differentiate between mild, moderate, and severe LDs? How can I tailor my interventions/strategies to the needs of students with differing degrees of learning disabilities? Answered by Dr. Maria Kokai M.A., PhD., C.Psyc., Chief Psychologist with the Toronto Catholic District School Board. According to the definition, learning disabilities are due to genetic, congenital [...]

By |April 4th, 2017|Categories: IEPs|Tags: , , , , |0 Comments