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 do I support intermediate and senior students struggling with working memory in math problem solving?
One challenge that may arise for students is working with symbolic representations. Students with working memory difficulties continually have to make sense of symbols, and may forget where they are in a procedure. Using manipulatives, graphic organizers, or pictorial representations can reduce this strain on their working memory, as these tools may allow students to draw on their strengths to represent their thinking.
Webinar Recording: Strategies to Support the Success of Students with LDs on Exams and Standardized Tests
Click here to access the transcript of this webinar. Presenters: Jenessa Dworet Special Education Assistant Curriculum Leader at York Mills Collegiate Institute, Toronto District School Board Chris Sands Special Education Assistant Curriculum Leader at Sir John A. MacDonald Collegiate Institute, Toronto District School Board Exams and standardized tests can be stressful for students and staff [...]
Metacognition is a process that relates to the knowledge that we have of our own strategies and the control that we are able to exert over these strategies in order to solve problems more efficiently. Metacognition is a high-level executive function that draws on our ability to reflect on what we know in order to understand how we function and assess our approach to learning. It is one of the best predictors of school success (Dévolvé, 2005).
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.
Approaches drawing on mindfulness have become increasingly popular over the last few years. Research in school settings, specifically relating to students with LDs, is still only in the beginning stages, but the results available to date are promising.