Behavioural disorders, particularly those of the externalized type, 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).
The goal of this video is to show educators how using visual structure and supports can improve organization and planning in our students.
Students with LDs are often singled out in the classroom because they are usually the only ones using technology. This is not the case in Huron-Perth Catholic District School Board (HPCDSB) because every student within this board has access to technology as part of a blended learning initiative. Watch this video to see how students at St. Ambrose School in HPCDSB are using technology, how its building their confidence, and the difference educators and administrators are seeing in their school board.
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 [...]
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 [...]
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.)
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 [...]
This webinar will provide educators with an understanding of the relationship between anxiety and LDs. Practical strategies for supporting the student with anxiety and LDs in primary, elementary, and secondary school settings will be shared.
Watch this video to see how teachers at Sagonaska Demonstration School are using manipulatives to help students at all grade levels improve their mathematical reasoning and problem solving.
Number Talks are short conversations about math problems intended to help students, including those with LDs, consolidate their understanding of concepts.