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.
Project Based Learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (Buck Institute for Education, n.d.). PBL brings authenticity to the classroom in that the problem is easily connected to the world outside of the classroom, and students are challenged to collaborate, communicate and think critically as they approach the problem.
Recently, researchers and educators have explored an interesting idea – that there may be distinct advantages to having learning disabilities. Children with reading disabilities may be neurologically endowed to succeed with creative problem-solving tasks because of their reading disability.
This question was received during the LD@school webinar, Supporting Students from the Ground Up: Universal Design to Support Students with LDs in the Inclusive Classroom; click here to view the webinar recording. Answered by Candide Dovey Involving student with learning disabilities (and all students) in the learning and assessment process is an important element of Universal [...]
This article is an adapted 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. Many students struggle with math, but for students with learning disabilities (LDs) math may be even more challenging. Students with LDs may have trouble [...]
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”.
