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 [...]
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).
In high school, we are seeing more and more students voice concerns about anxiety around oral presentations. They often choose to take a zero on the assignment rather than do the presentation. How can mindfulness strategies help our students who are experiencing these anxieties around presentations? LDs and Anxiety To begin, it is useful to [...]
Do you have your own classroom website, or do educators in your school have their own websites? When these websites are designed, is there thought being applied to those students who may have accessibility challenges? Students with learning disabilities (LDs) are not the only students who may have difficulty accessing online content, so it is good practice to design with accessibility in mind. The LD@school team has put together some background information on why designing accessible classroom websites is important, as well as some simple steps educators can take to ensure they are designing websites that can be easily navigated by everyone.
Without appropriate accommodations, students with attention deficit hyperactivity disorder (ADHD) may find themselves at a disadvantage. If these students are then asked to “try harder”, despite making an effort that may already be above and beyond what is expected or necessary for their peers, they may develop anxiety and low self-esteem related to their difficulty in learning.
This webinar explored the emerging field of mindfulness in education, providing participants with a foundational understanding of what mindfulness is and why it has become an increasingly accepted and popular resource for teachers and students, in Ontario and around the world, to increase well-being and self-regulation, and combat issues such as burn-out, anxiety, and stress.
What are Google Docs, Apps and Add-ons and why should my students with LDs use them? Let’s start with a review of both differentiated instruction (DI) and Universal Design for Learning (UDL) to answer that question.
Click here to view the transcript of this video. This video discusses the importance of helping students, especially those with LDs, become strong self-advocates. In order for students to successfully speak on their own behalf and advocate for their learning, they must first understand their own strengths, to develop confidence and a sense of identity. [...]
The transition from elementary to secondary school is generally considered to be one of the most challenging for adolescents, both with and without LDs. This practice-informed summary focuses on the key considerations and steps to support a successful transition from elementary school to secondary school for students with LDs.
Educators and parents generally agree that positive, supportive and open relationships between home and school, parent and teacher are desirable. Additionally, research has shown that parent engagement and successful parent-teacher partnerships result in improved educational outcomes for students (Ministry of Education, 2010), and this is especially important for students with learning disabilities (LDs). So what can educators and administrators do to help facilitate a positive partnership?