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.
Adapted Webinar: Unlocking the power of the Relationship – Growing Social-Emotional Skills in Students with LDs
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.
Webinar Recording: Knowing the Learner – Creating and Contributing to a Robust Learner Profile for Students with LDs
According to Learning for All, students who require additional support, like those with LDs, should have a learner profile in place. These learner profiles should give detailed, in-depth information about the learning strengths and needs of the individual student. But do you know what to include in the profile?
This article has been updated to reflect the new set of guidelines for diagnosis created by the Cross-Sectoral Psychology Working Group on Learning Disabilities, adopted by the Ontario Psychological Association in 2018, and the Learning Disabilities Association of Ontario in 2019.
Teachers devote a lot of energy to teaching students to become competent readers, which is even more challenging in the inclusive classroom where some students have reading difficulties. This article examines the efficacy of a teaching activity program designed and tested in the three tiers of the Response to Intervention (RTI) model.
Mindfulness interventions are often used in schools to promote social and emotional competencies among K-12 students. You can use the same principles to help your child lower their stress and improve their executive function, attention, and emotional control at home.