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.
Click here to access the transcript of this webinar. Presented by: Dr. Sue Ball, ABSNP, C. Psych., Chief Psychologist, York Region DSB Presented by: Dr. Sue Ball, ABSNP, C. Psych., Chief Psychologist, York Region DSB About the Webinar: What we do matters. Research shows us that when we focus on mattering and belonging, we improve academics, [...]
Click here to access the transcript of this webinar. About the webinar: Grade level: Junior, Intermediate and specific Senior grades (e.g., LD class, Special Education Classroom instruction) Many educators view Speech-Language Pathologists (SLPs) as consultants, test administrators, or pull-out therapists who work 1-on-1 on articulation. The SLP's advanced education and training in language development is [...]
Click here to access the transcript of this webinar. Click here to access Richard Parker's slides. About the webinar: Math has become a hot topic in Ontario and yet, despite our best efforts, students with LDs can still be left behind. Some students struggle with numerical skills and computation. Others fall behind in math class [...]
Universal Design for Learning (UDL) is a framework that teachers and schools can use to support the inclusive classroom model. By building on student strengths and planning with the needs of all students in mind, including students with LDs, teachers can engage all learners, provide multiple entry points for learning, and allow for varied ways to “show what you know”.
Students with learning disabilities (LDs) are more likely to experience anxiety than their peers without LDs (Nelson & Harwood, 2010). However, the presence of a learning disability may complicate the identification of an anxiety disorder. In addition, intervention approaches and classroom strategies need to take into account both the LD profile and the anxiety symptoms. In this advanced level webinar, we will review subtypes of anxiety disorders to understand what they may look like in a school setting. We will share practical strategies for supporting the student with LDs and anxiety, reflecting challenging issues such as school refusal, selective mutism, social anxiety, and obsessive- compulsive disorder, for example.
Terri Anne Jackson, M.Sc. (Inclusive Education), Ed.D. (Educational Leadership, 2019) Click here to access the transcript of this webinar. As classrooms continue to become increasingly diverse, the role of the classroom teacher becomes increasingly complex. Trying to meet the needs of all learners, including those with learning disabilities, often leaves teachers feeling exhausted and overwhelmed. [...]
For educators, setting the stage for a successful school year begins with practicing and applying a growth mindset in your daily approach. Students with learning disabilities (LDs) can struggle with negative self-image, poor self-esteem and a lack of resilience; these students may have a “fixed mindset”. A growth mindset has been shown to increase positive learning outcomes for students with LDs, and educators can impact their students’ well-being and achievement by modelling a growth mindset for learning. This webinar will provide educators with an understanding of the relationship between growth mindset and achievement, as well as resources and strategies for supporting students with LDs.
