This article explores how AI in the classroom can transform teaching and learning by supporting differentiated instruction, enhancing lesson planning, and empowering students—especially those with learning disabilities—to take ownership of their learning journey.
Explore how AI can be leveraged to help students with learning disabilities (LDs) compensate for Executive Function skills.
This module is intended to provide an introductory overview of the concepts of Universal Design for Learning (UDL) and Differentiated instruction (DI). These two educational approaches can provide tremendous support to students diagnosed with learning disabilities (LDs), as well as their typically developing peers.
Click here to view the video transcript. Since the Ontario Human Rights Commission released its Right to Read Report recommendations, fundamental changes have taken place in the way reading is taught in Ontario schools. Educators across the province have begun using science-based, systematic, and explicit instruction in their classrooms. However, every student is different, and [...]
Written by Katie Guild, Assistive Technology Trainer and Advisor, Amethyst Demonstration School Students who are identified with a learning disability (LD) that results in difficulties with the development and use of skills in reading and writing will often have computer supports listed as an essential accommodation in their IEP. This will lead to the student [...]
Written by Katie Guild, Assistive Technology Trainer and Advisor, Amethyst Demonstration School Students who are identified with a learning disability (LD) that results in difficulties with the development and use of skills in reading and writing will often have computer supports listed as an essential accommodation in their IEP. This will lead to the student [...]
Join the presenter on her journey to determine the underlying causes keeping students from writing and the best ways to help them.
Inclusive classrooms are an essential step to promoting equity and respect for diversity in our schools, particularly for students with LDs.
Many students with LDs struggle with self-regulation and may need more support to manage thoughts, behaviours, emotions and stressors.
This article provides a foundational understanding of the differences and complementary roles of instructional and assistive technologies in education.
