Practice-Informed

  • circles of support

Personal Reflections about our Circles of Support, to Guide you in Building Yours

Gail Brant-Terry, of the Upper Canada District School Board shares their ‘Circles of Support’ visual graphic to help guide relationships and provide Indigenous students, non-Indigenous students, educators, and families the to best possible support.

  • Road to Reading Infographic

Using the “Road to Reading Infographic” to Guide Assessment of and Intervention for Foundational Literacy Skills

The Road to Reading infographic was designed to provide an easy-to-follow visual overview of the developmental sequence in which foundational literacy skills are acquired in students.

By |February 28th, 2022|Categories: Literacy|Tags: , , , , , |0 Comments

Staying Connected to Students with LDs while Learning Remotely: Testimonials and concrete examples

Stephanie Dionne has collected advice from teachers on how educators can stay connected with students who have learning disabilities (LDs) while learning remotely.

Supporting the Development of Self-Determination as a Lever for Engaging Learners

Supporting the development of self-determination appears to be a promising way to promote academic success and seems to have an impact beyond the school career of students with and without learning disabilities (LDs).

By |August 27th, 2021|Categories: Self-Advocacy, Technology|Tags: , , , |0 Comments
  • School mental health ontario

SMHO: Promoting the Mental Health of Students with Learning Disabilities

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.

  • socio-emotional learning

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.

  • assess online engagement

Seen, Understood, Accepted, and Celebrated: Using Broader Lenses to Assess Online Engagement in Learners of All Ages

Consider this: you might actually be missing a lot of the student engagement that your hard work and dedication have created. Teachers need to learn how to recognize and fully appreciate the wide range of engagement that is already occurring in classrooms and in online spaces.

10 Tips for Teaching Phonological Awareness

Phonological awareness is a crucial foundational skill in the journey of learning to read. Research shows that challenges in phonemic awareness and other phonological skills both predict and cause poor reading and spelling development and that decoding instruction may be ineffective unless children can first hear the sounds in spoken language.

By |May 18th, 2021|Categories: Literacy|Tags: , , , , |0 Comments
  • writers circles

Supporting Students with Learning Disabilities during Writing Circles

The Writing Circle is an innovative teaching approach used to teach writing at the primary level, which can be adapted to support students with LDs to encourage their enjoyment of writing, activate and increase their knowledge of writing, and enable them to acquire new writing skills, both in planning and revising texts.

By |May 17th, 2021|Categories: Literacy|Tags: , , , |0 Comments
  • direct instruction reading

Betting on Success: Teaching Reading through the Principles of Direct Instruction in a Regular Classroom

Reading is a significant area of need throughout Ontario schools. Too many students have gaps in too many areas of reading, impacting not only the day-to-day instruction in our classrooms, but the face of education as a whole. Direct Instruction is needed to remediate those gaps and build literate children who are equipped with a variety of strategies to decode words and comprehend ideas. In order to provide our students with the quality of reading instruction they need, we as teachers need to better understand the skills that build readers and provide consistent opportunities for practice and application.

By |March 9th, 2021|Categories: Literacy|Tags: , , , , , |0 Comments