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.
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.
When a student refuses to complete homework, the first step to helping is to understand why. If we do not know how the student became “lost” in trying to carry out the task, our guidelines might not be very useful.
Having impaired oral language skills can impact learning in all subject areas and thus have an enormous effect on school success. It is not surprising then, that children with a persistent problem learning language, known as Developmental Language Disorder (DLD), are at an increased risk of poorer academic and social performance.
The following questions were received during the LD@school webinar, Assistive Technology & Distance Learning – Developing Skills with Accessible Tools During COVID-19.
This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2016. The LD@school team is pleased to present the session: Unlocking the power of the Relationship - Growing Social-Emotional Skills in Students with LDs presented by Dr. Colin King.
Students with working memory deficits will have to work much harder than their typically developing peers to learn and carry out classroom activities. The strategies outlined in this article can help to increase the efficiency and functioning of working memory to avoid overload.
This article provides strategies for recognizing and reducing math anxiety in all students while using the growth mindset and inquiry to create dynamic communities of math learners.
