This article is an excerpt from the LD@school learning module Technology for All: Supporting Students with LDs by Integrating Technology into Classroom Instruction. Click here to access this module. The act of reading simultaneously draws on many different processes: a reader must decode words, know what they mean, understand words when they are strung together in [...]
This article is an excerpt from the LD@school learning module Technology for All: Supporting Students with LDs by Integrating Technology into Classroom Instruction. Click here to access this module. Writing is one of the most complex tasks for all students, and particularly for students with LDs. In this article, we will consider four stages of [...]
LEARNING MODULE: Technology for All: Supporting Students with LDs by Integrating Technology into Classroom Instruction
This module is intended to provide a thorough understanding of instructional and assistive technologies, as well as the ways in which they can be integrated into classroom practice to benefit not only students with learning disabilities, but all students. The content of this module was developed for educators working at the junior,...
One of the challenges for educators in mathematics is to help students transfer their mathematical understanding from concrete to representational and then to abstract concepts. To support this process, three types of technological tools may prove effective.
Writing is one of the most complex tasks for all students, and particularly for students with LDs. In this section of the module, we will consider four stages of the writing process (planning, composing, revising, and sharing) and technological tools that prove effective at each stage. For each stage, educators may select different technological tools depending on the learning objectives targeted.
The act of reading draws on many different processes simultaneously. A reader must decode words, know what they mean, understand words when they are strung together in sentences, understand the use of pronouns, make connections between ideas using relationship markers, create mental pictures, make inferences, sum up information, and so forth. The right technological tools can make a significant difference to students who struggle with reading.
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 [...]
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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).