While it is theoretically possible to have someone who has both NVLD and ADHD, these two conditions often get confused because some of the symptoms associated with them overlap. This does not mean that the two conditions are co-morbid (that is, it is not the case that they frequently occur together), but rather that some of the symptoms of both conditions look the same.
Developing caring schools involves creating a safe, orderly, predictable and positive environment that promotes education and learning. By implementing the Positive Behavioural Interventions and Supports (PBIS) system, Canadian schools can foster the development of such positive environments.
Much of the time, flexibility problems persist less because of a lack of objectively good strategies and more because of a lack of the motivation, engagement, and interest to get behind a strategy and apply it.
Non-verbal learning disability (NVLD) is a frequently misunderstood and misused diagnosis. You may have heard non-verbal learning disabilities described as a cluster of difficulties that are primarily in non-language areas, but what does this really mean? And more importantly, if a student in your class has been diagnosed with NVLD do you know how to support him or her?
Mindsets are the beliefs that people hold about their own intellectual abilities and the abilities of others. Some believe that the ability to learn is limited, or fixed, and that there is not much that can be done to change it. In contrast to this fixed mindset is a growth mindset, which is the belief that with the right instruction and practice anyone can improve their ability.
In this webinar, we will examine an approach to inviting and nurturing thinking that allows for effective and feasible differentiation. We will grapple with various scenarios and how to practically apply this approach through small tweaks to current practice.
In this webinar, we will examine various ways to assess thinking that allow students to demonstrate their learning without the barriers of inflexible assessment tasks. Participants will consider some sample assessment tools and think about how teacher teams, schools or districts might collaboratively refine their approach to assessing thinking.
This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2017. The LD@school team is pleased to present the session: Beyond “Lazy" and "Unmotivated” - Why Educators Need to Know about Executive Skills presented by Dr. Peg Dawson.
The LD@school team has developed a toolkit for educators to use during Learning Disabilities Awareness Month (#LDmonth) to help spread awareness in your school and classroom. You may choose to use one or all of the resources, share with your colleagues, students, parents or your community.
Learning to read is a vital academic milestone for all students. But for many students with LDs, learning to read is the hardest task they face at school in the primary years. Avon Maitland District School Board's STAR (Students with Technology Achieving Results) team has been working to change teacher practices by encouraging the use of accessible text technology in classrooms. A move that helps level the playing field for students with LDs.
