Generated by All in One SEO v4.9.9, this is an llms.txt file, used by LLMs to index the site.

# LD@School

Ensuring the success of all students with learning disabilities

## Sitemaps

- [XML Sitemap](https://www.ldatschool.ca/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [Understanding and Supporting Executive Function](https://www.ldatschool.ca/understanding-and-supporting-executive-function/) - Executive function plays an important role in how students plan, organize, manage time, shift between tasks, regulate emotions, and demonstrate their learning. This evidence-informed overview helps educators understand executive function development, recognize learner variability, and use practical instructional design strategies to reduce barriers and support student independence.
- [Supporting Your Child with Learning Disabilities (LDs) and ADHD](https://www.ldatschool.ca/supporting-your-child-with-lds-and-adhd/) - Supporting a child with LDs and ADHD can involve new language, school processes, and important decisions. This resource helps parents and caregivers build school partnerships, ask helpful questions, understand key policies, and support advocacy at home and in the community.
- [What is ADHD?](https://www.ldatschool.ca/what-is-adhd/) - Exploring what ADHD is, how it can present differently from person to person, and how experiences such as hyperfocus, creativity, energy, empathy, and big-picture thinking may be shaped by context, environment, and support.
- [Assistive Technology: Practical Implementation Resource](https://www.ldatschool.ca/assistive-technology-practical-implementation-resource/) - Exploring practical ways to use assistive technology to reduce barriers and support students in accessing, engaging with, and demonstrating their learning. Examples include tools for accessing and producing text, organizing writing and thinking, and interacting with digital texts.
- [REAL Talk: What I Wish I Knew About the Transition to Post-Secondary ](https://www.ldatschool.ca/real-talk-what-i-wish-i-knew-about-the-transition-to-post-secondary/) - Lived-experience webinar on transitioning to post-secondary education, including understanding accommodations, building self-advocacy skills, and accessing campus supports.
- [Transitioning to Post-Secondary: Building Independence and Self-Advocacy for Students with LDs](https://www.ldatschool.ca/transitioning-to-post-secondary-learning-disabilities/) - Transitioning to post-secondary is a significant step for students with learning disabilities. This curated collection brings together practical resources, student perspectives, and research-informed strategies to support independence, self-advocacy, and successful pathways beyond high school.
- [Navigating the Transition to Post-Secondary for Students with Learning Disabilities](https://www.ldatschool.ca/post-secondary-transition-planning/) - Supporting students with learning disabilities in the transition to post-secondary requires thoughtful planning, collaboration, and a focus on self-advocacy. This article outlines key considerations, tools, and supports that help students navigate this important shift with confidence.
- [These Are My Needs: How to Foster Self-Advocacy Skills in Students with LDs and ADHD](https://www.ldatschool.ca/these-are-my-needs/) - Practical strategies to build self-advocacy in students with LDs and ADHD, including self-understanding, confidence, and connections to IEPs and supports.
- [Transitioning from High School to Post-Secondary with a Learning Disability](https://www.ldatschool.ca/transitioning-from-high-school-to-post-secondary-with-a-learning-disability/) - Transitioning to post-secondary is a significant step, especially for students with learning disabilities. This student-informed guide shares practical strategies, student perspectives, and reflection prompts to support independence, self-advocacy, and successful transitions beyond high school.
- [Transforming Classrooms: UDL and Assistive Technology for Students with LDs and ADHD](https://www.ldatschool.ca/transforming-classrooms-udl-and-assistive-technology-for-students-with-lds-and-adhd/) - How can educators design learning environments that truly support all learners? This article explores how Universal Design for Learning (UDL) and assistive technology work together to improve access, strengthen student agency, and support learners with learning disabilities and ADHD.
- [Professional Collaboration to Support Students with Learning Disabilities](https://www.ldatschool.ca/professional-collaboration-to-support-students-with-learning-disabilities/) - How can educators translate Ontario policy into meaningful classroom practice? This article connects key policy documents with collaborative strategies that support students with learning disabilities and strengthen equitable decision-making in schools.
- [Seeing the Whole Student: Addressing Bias in Special Education Supports](https://www.ldatschool.ca/seeing-the-whole-student-educator-guide/) - In this video, parents and caregivers will discover practical ways to support children with learning disabilities (LDs) as they develop math skills and confidence.
- [AI in the Classroom: Teaching, Learning, and LD Support](https://www.ldatschool.ca/ai-in-the-classroom-teaching-learning-and-ld-support/) - This article explores how AI in the classroom can transform teaching and learning by supporting differentiated instruction, enhancing lesson planning, and empowering students—especially those with learning disabilities—to take ownership of their learning journey.
- [The Writing Rope: A Framework for Evidence-Informed Writing Instruction](https://www.ldatschool.ca/writing-rope-framework-evidence-informed-writing-instruction/) - This article introduces the Writing Rope framework—a practical, evidence-informed approach to teaching writing that breaks the process into five essential strands. With strategies and classroom activities for each strand, it supports educators in building inclusive, structured writing instruction for all learners, especially students with learning disabilities.
- [The Importance of Math Fact Fluency: Evidence-Informed Classroom Practices](https://www.ldatschool.ca/the-importance-of-math-fact-fluency-evidence-informed-classroom-practices/) - Written by Lara Shkilnyk, Intermediate Teacher, OCT In mathematics education, building fluency with foundational skills is more than just helping students work quickly — it’s about freeing up cognitive space so they can tackle more complex thinking. This is especially critical for students with learning disabilities (LDs), including those with co-occurring conditions like ADHD, and
- [An Introduction to the Science of Math](https://www.ldatschool.ca/an-introduction-to-the-science-of-math/) - Written by: Lori French, LDCSB Math Facilitator Why Instructional Approaches Matter Students are at the heart of everything we do as educators, leaders, and community members. They are our “why” — the reason schools exist, and the inspiration behind every lesson plan and instructional decision we make. Their dreams, challenges, and successes remind us of
- [WEBINAR RECORDING: Disability Tax Credit for Parents](https://www.ldatschool.ca/webinar-recording-disability-tax-credit-for-parents/) - Click here to view the transcript for the webinar recording. About the webinar: This session introduces Ontario parents and caregivers to the Disability Tax Credit (DTC) — a federal tax measure that may offer meaningful financial support to families raising children with learning disabilities, ADHD, and other neurodevelopmental conditions. Presented in partnership with the Learning
- [WEBINAR RECORDING: Disability Tax Credit for Educators](https://www.ldatschool.ca/webinar-recording-disability-tax-credit-for-educators/) - Click here to view the transcript for the webinar recording. About the webinar: This session introduces Ontario educators to the Disability Tax Credit (DTC) — a federal tax measure that may offer significant financial support to families of students with learning disabilities, ADHD, and other neurodevelopmental conditions. Delivered in partnership with the Learning Disabilities Association
- [Instructional Technology That Works: From Access to Learning](https://www.ldatschool.ca/instructional-technology-that-works-from-access-to-learning/) - Moving Beyond Accommodations In today’s classrooms, technology plays an increasingly central role in supporting student learning. While Assistive Technology (AT) remains essential for removing barriers to access and participation—for example, by providing text-to-speech or speech-to-text support—it is not designed to directly teach or develop foundational academic skills like decoding, spelling, or number sense. Instructional Technology
- [Video: Supporting the Home School Partnership – A Navigation Guide for Parents](https://www.ldatschool.ca/video-supporting-the-home-school-partnership-a-navigation-guide-for-parents/) - Click here to view the transcript for the webinar recording. About the webinar: In this video, we explore how parents and guardians can play a vital role in supporting children with learning disabilities (LDs) and/or Attention-Deficit/Hyperactivity Disorder (ADHD) throughout their education. When schools and families work together, students are more likely to succeed — academically,
- [The Science of Reading in High School: Maximizing Student Success through Morphology Instruction](https://www.ldatschool.ca/the-science-of-reading-in-high-school-maximizing-student-success-through-morphology-instruction/) - Written by Anne-Marie Spence Introduction The Science of Reading is a robust body of research that identifies evidence-based insights into how people learn to read, and how literacy instruction can be enhanced to support student success. Rooted in decades of study, this research confirms the instructional practices that are most effective in strengthening reading skills
- [Video: Supporting Students with LDs in Math - A Parent’s Guide](https://www.ldatschool.ca/video-math-parent/) - In this video, parents and caregivers will discover practical ways to support children with learning disabilities (LDs) as they develop math skills and confidence.
- [Video: Tier 1 and Tier 2 Explicit Instruction | Grade 1](https://www.ldatschool.ca/video-tier-1-and-tier-2-explicit-instruction-grade-1/) - Structured, systematic Tier 1 literacy instruction with embedded Tier 2 support in a Grade 1 classroom, focusing on phonics and early reading foundations.
- [Understanding Cognitive Domains: A Practical Guide for Educators](https://www.ldatschool.ca/understanding-cognitive-domains-a-practical-guide-for-educators/) - This resource explores five key cognitive domains that influence how students with learning disabilities and ADHD understand, process, and apply information. Each domain includes practical classroom strategies to support diverse learners.
- [Video: Tier 1 and Tier 2 Explicit Instruction | Grade 4](https://www.ldatschool.ca/video-tier-1-and-tier-2-explicit-instruction-grade-4/) - Classroom example of Tier 1 and Tier 2 explicit literacy instruction in a Grade 4 setting, including morphology, decoding, and structured small-group support.
- [From Evidence to Belonging: Seeing the Whole Student](https://www.ldatschool.ca/from-evidence-to-belonging-seeing-the-whole-student/) - A curated collection of 25 evidence-informed resources, webinars, and classroom-ready strategies connecting instructional science with equity, identity, and belonging across K–12 classrooms.
- [Video: Intensity of Support - Tier 1 & 2 Intervention](https://www.ldatschool.ca/video-intensity-of-support-tier-1-2-intervention/) - Click here to view the transcript for the video. About the video: Intensity of Support – Tier 1 & 2 Intervention explores how educators in the Kawartha Pine Ridge District School Board are strengthening early reading instruction through systematic, explicit teaching and tiered supports. Featuring Jennifer McIlmoyle-Parsons (Principal) and Teresa Kingston (K–8 Literacy–Numeracy Consultant), this
- [WEBINAR: Implementation of Tier 2 Supports from the Board to the Classroom](https://www.ldatschool.ca/webinar-implementation-of-tier-2-supports-from-the-board-to-the-classroom/) - Click here to view the transcript for the webinar recording. About the webinar: This LD@school session features superintendents Chantal Moore (Keewatin-Patricia DSB) and Marylin Dawson (Waterloo Catholic DSB) as they share how their boards are building Tier 2 supports within a Multi-Tiered System of Supports (MTSS) framework. Hosted by Martin Smit, Educational Consultant with LDAO,
- [WEBINAR: The Missing Link – How Empathy and Clarity Can Unlock Metacognition](https://www.ldatschool.ca/webinar-the-missing-link-how-empathy-and-clarity-can-unlock-metacognition/) - Click here to view the transcript for the webinar recording. About the webinar: In this dynamic session, Dr. Laurie Faith explores how empathy and clarity in the classroom can create the conditions for deeper student reflection, self-regulation, and metacognitive growth. Drawing on her experiences as a classroom teacher and researcher, Dr. Faith introduces the Barriers
- [WEBINAR: Fundamentals of Mental Health Literacy — Practical Tools and Approaches](https://www.ldatschool.ca/webinar-fundamentals-of-mental-health-literacy-practical-tools-and-approaches/) - Click here to view the transcript for the webinar recording. Click here to view the slide for the webinar recording. Additional Resource: Tools and Resources Handout for Educators This handout brings together key School Mental Health Ontario resources shared in the webinar. It offers practical, ready-to-use tools to: Create mentally healthy, identity-affirming classrooms Support newcomer
- [How can we promote school-family partnerships in the classroom to support LD students?](https://www.ldatschool.ca/promote-school-family-partnerships/) - The quality of a teacher-parent relationship has a direct impact on student well-being and success. How can educators communicate effectively with the parents of students with LDs to improve the quality of school-family partnerships?
- [WEBINAR RECORDING: Using Artificial Intelligence as Assistive Technology to Support Executive Functions](https://www.ldatschool.ca/webinar-artificial-intelligence-to-support-executive-functions/) - Explore how AI can be leveraged to help students with learning disabilities (LDs) compensate for Executive Function skills.
- [Learning to Bounce: How mental health support can positively impact learning](https://www.ldatschool.ca/learning-to-bounce-how-mental-health-support-can-positively-impact-learning/) - Learning to Bounce (LTB) was a program to build self-compassion and help students combat avoidance and perfectionism.
- [VIDEO: The Dynamic Nature of Tier 2 Literacy Instruction](https://www.ldatschool.ca/video-tier-2-literacy-instruction/) - Click here to view the video transcript. Since the Ontario Human Rights Commission released its Right to Read Report recommendations, fundamental changes have taken place in the way reading is taught in Ontario schools. Educators across the province have begun using science-based, systematic, and explicit instruction in their classrooms. However, every student is different, and
- [Assistive Technology Built in to Chrome Devices](https://www.ldatschool.ca/assistive-technology-chrome/) - Written by Katie Guild, Assistive Technology Trainer and Advisor, Amethyst Demonstration School Students who are identified with a learning disability (LD) that results in difficulties with the development and use of skills in reading and writing will often have computer supports listed as an essential accommodation in their IEP. This will lead to the student
- [Assistive Technology Built in to Windows Devices](https://www.ldatschool.ca/assistive-technology-windows/) - Written by Katie Guild, Assistive Technology Trainer and Advisor, Amethyst Demonstration School Students who are identified with a learning disability (LD) that results in difficulties with the development and use of skills in reading and writing will often have computer supports listed as an essential accommodation in their IEP. This will lead to the student
- [7 Moves for Effective Destreaming in Mathematics Classes](https://www.ldatschool.ca/moves-for-effective-destreaming-in-math/) - Meeting the needs of students with LDs in the destreamed math class can be a challenge. These moves can help!
- [Webinar Recording: The Road to Written Fluency in Young Writers](https://www.ldatschool.ca/webinar-written-fluency-young-writers/) - Join the presenter on her journey to determine the underlying causes keeping students from writing and the best ways to help them.
- [Developing Emotional Learning Skills to Prepare Students for Post-Secondary](https://www.ldatschool.ca/emotional-learning-skills-for-post-secondary/) - Building emotional learning skills can help students navigate the inevitable ups and downs of the transition to post-secondary
- [VIDEO: The Inclusive Classroom - An Equitable and Appreciative Approach](https://www.ldatschool.ca/video-the-inclusive-classroom/) - Inclusive classrooms are an essential step to promoting equity and respect for diversity in our schools, particularly for students with LDs.
- [VIDEO: An Introduction to Differentiated Instruction](https://www.ldatschool.ca/video-introduction-differentiated-instruction/) - Many students with LDs struggle with self-regulation and may need more support to manage thoughts, behaviours, emotions and stressors.
- [Instructional Technology vs. Assistive Technology: Understanding Supporting Students with Learning Disabilities](https://www.ldatschool.ca/instructional-vs-assistive-tech/) - This article provides a foundational understanding of the differences and complementary roles of instructional and assistive technologies in education.
- [ADAPTED Webinar: Supporting Teachers During Unprecedented Times - Evidence-Based Ways to Build Resiliency](https://www.ldatschool.ca/webinar-supporting-teachers-resiliency/) - Join Dr. Pillai Riddell in an engaging introduction to some quick, evidence-based hacks that can help educators cope with stress and build resiliency.
- [Webinar Recording: Leading and Staying on Track - Leveraging Data to Monitor and Implement Informed Programs That Make an Impact](https://www.ldatschool.ca/webinar-leading-and-staying-on-track/) - Join us as we dive deeper into instruction that supports reading fluency and comprehension after primary (Grades 4-12+), using evidence-based practices and strategies rooted in the Science of Reading.
- [Working with SLPs to Support Communication and Literacy](https://www.ldatschool.ca/working-with-slps/) - Advice for educators, working with SLPs to help students with communication difficulties access the curriculum.
- [Webinar Recording: SORing After Primary - Morphing into Meaning](https://www.ldatschool.ca/webinar-soring-after-primary-morphing-into-meaning/) - Join us as we dive deeper into instruction that supports reading fluency and comprehension after primary (Grades 4-12+), using evidence-based practices and strategies rooted in the Science of Reading.
- [Using Sound Walls to Support Spelling Skills for Students with Learning Disabilities](https://www.ldatschool.ca/sound-walls-spelling-skills/) - A sound wall is a visual scaffold to help students solidify their knowledge of phoneme-grapheme correspondences and improve spelling skills.
- [Webinar Recording: Literacy Throughout the Day](https://www.ldatschool.ca/webinar-literacy-throughout-the-day/) - This webinar aims to help educators put the recommendations made in the Right to Read report into practice every day in their classroom.
- [Multilingual Contexts: Screening, Assessment and Intervention Activities for Children with Speech Difficulties](https://www.ldatschool.ca/multilingual-contexts/) - Educators should consider the language skills in all of the languages spoken by the child to properly identify Speech Sound Disorders
- [Intervention with Students in Mathematics: The pedagogical potential of play](https://www.ldatschool.ca/play-based-tasks-math/) - Play-based math tasks can actively engage students in complex tasks, take risks, and make errors without their self-esteem being affected.
- [Making the Change to Evidence-Based Literacy Instruction: A guide for system leaders selecting and implementing reading programs](https://www.ldatschool.ca/making-the-change-to-evidence-based-literacy-instruction/) - The Making the Change to Evidence-Based Literacy Instruction guide highlights the steps these Ontario school boards have taken to make the change from balanced literacy to evidence-based literacy instruction.
- [VIDEO: Lessons from Tier 3 - Supporting our highest need readers.](https://www.ldatschool.ca/video-lessons-from-tier-3-supporting-our-highest-need-readers/) - LD@school visited the Amethyst Demonstration School in London, Ontario, to learn how their team successfully supports tier three students on their reading journey and how these supports can be used in any classroom for all students in Ontario.
- [Shifting from Word Walls to Sound Walls: Promoting Early Phoneme-Grapheme and Speech Sound Development](https://www.ldatschool.ca/shifting-from-word-walls-to-sound-walls/) - Shifting from using a word wall to a sound wall is a small change could make a big impact on students' abilities to learn how to read.
- [Creating and Using Sound Walls](https://www.ldatschool.ca/sound-walls/) - Sound walls are visual tools pairing phonological and orthographic information to reinforce students’ speech-to-print connections.
- [Parent Reading Guide: What parents need to know about reading skills and struggling readers](https://www.ldatschool.ca/parent-reading-guide/) - The parent reading guide was created to help improve the understanding of the Science of Reading among educators and concerned parents.
- [VIDEO: Reading Interventions - Taking a school-wide approach](https://www.ldatschool.ca/video-reading-interventions-school-wide/) - LD@school visited All Saints Catholic Elementary School in Toronto to highlight a reading program that empowers the staff, volunteers, parents, and students.
- [An Introduction to Orthographic Mapping](https://www.ldatschool.ca/orthographic-mapping/) - Orthographic mapping is the cognitive process by which children learn to read words by sight, spell words from memory, and learn new word meanings from print.
- [What’s in a name? – Everything! A reflection on the Three-Cueing System](https://www.ldatschool.ca/three-cueing/) - The three-cueing approach to reading encourages students to guess words based on context or prior knowledge rather than building their decoding skills.
- [Supporting Students with Learning Disabilities in French as a Second Language Programs](https://www.ldatschool.ca/earning-disabilities-french-as-a-second-language/) - Changing attitudes and a shift in teacher training are necessary to meet the growing diversity of student learning needs in FSL programs.
- [The Educators’ Exchange: The Final Check-in with Keewatin-Patricia’s Evidence-Based Literacy Journey](https://www.ldatschool.ca/final-keewatin-patricia-literacy/) - LD@School asked educators from Keewatin Patricia District School Board to share some of their journey into evidence-based literacy.
- [VIDEO: An Introduction to Self-Regulation](https://www.ldatschool.ca/video-intro-self-regulation/) - Many students with LDs struggle with self-regulation and may need more support to manage thoughts, behaviours, emotions and stressors.
- [The Educators’ Exchange: The Final Check-in with Bruce-Grey Catholic’s Evidence-Based Literacy Journey](https://www.ldatschool.ca/final-bruce-grey-literacy/) - We check back with educators from Bruce Grey District School Board as they undertake their journey into evidence-based literacy.
- [Motivating Students Who Encounter Difficulties in Learning](https://www.ldatschool.ca/motivating-students/) - This article addresses the way in which educators can foster the academic motivation of students who encounter difficulties in learning.
- [Webinar Recording: Setting the Direction for the Right to Read](https://www.ldatschool.ca/webinar-setting-the-direction/) - This webinar will help you understand the scope of the Right to Read recommendations and support schools and classrooms through the changes
- [The Educators’ Exchange: Checking Back with  Keewatin-Patricia School Board’s Evidence-Based Literacy Journey](https://www.ldatschool.ca/educators-exchange-keewatin-literacy-check-back/) - We check back with educators from Bruce Grey District School Board as they undertake their journey into evidence-based literacy.
- [The Educators’ Exchange: Checking Back with Bruce-Grey Catholic School Board’s Evidence-Based Literacy Journey](https://www.ldatschool.ca/educators-exchange-bruce-grey-literacy-check-back/) - We check back with educators from Bruce Grey District School Board as they undertake their journey into evidence-based literacy.
- [Webinar Recording: Rethinking the IEP for Struggling Readers](https://www.ldatschool.ca/webinar-iep-struggling-readers/) - This webinar will focus on how the Right to Read Report will change our thinking about how we use IEPs for struggling readers.
- [Using Prosody to Perfect Reading Proficiency](https://www.ldatschool.ca/prosody-reading-proficiency/) - Prosody is characterized by the following: pace and flow (that we bring together here under the concept of speed), emphasis, volume, pauses, and intonation (Lafontaine & Dumais, 2014). These are elements that all bring a certain musicality to a text that is read.
- [Webinar Recording - Destreaming & LDs: Why and how to include ALL your students](https://www.ldatschool.ca/webinar-destreaming/) - Academic streaming has led to the disproportionate representation of students from historically and currently marginalized groups in lowerstream programming, leading to poorer outcomes. When streaming is removed students of varying abilities will be in the same class, so differentiation is key.
- [Emotion Recognition and Emotional Self-Regulation in Students with LDs](https://www.ldatschool.ca/ate-emotion-recognition-regulation/) - Emotion recognition and regulation can improve social, emotional, and academic outcomes for students with learning disabilities.
- [UPDATED! The Educators’ Exchange: Following Bruce-Grey Catholic School Board’s Journey with Evidence-Based Literacy Instruction](https://www.ldatschool.ca/educators-exchange-bruce-grey-literacy/) - LD@School asked a group of educators from Bruce Grey District School Board to share some of their journey into evidence-based literacy.
- [UPDATED! The Educators' Exchange: Following Keewatin-Patricia School Board's Journey with Evidence-Based Literacy Instruction](https://www.ldatschool.ca/educators-exchange-keewatin-literacy/) - LD@School asked a group of educators from Keewatin-Patricia District School Board to share some of their journey into evidence-based literacy.
- [How to Make Equity, Diversity, and Inclusion (EDI) A Priority in Your Math Classes](https://www.ldatschool.ca/equity-diversity-and-inclusion-math/) - Committing to promoting equity, diversity, and inclusion (EDI) can be done through small, simple actions that can make your math classroom a safe space for your students, including those who have learning disabilities (LDs)
- [Webinar Recording - Promoting Mental Health and Wellness in Today's Classroom](https://www.ldatschool.ca/webinar-mental-health-classroom/) - This presentation will discuss classroom mental health practices to support students, as well as a bit on self-care for educators in order to support students more effectively.
- [The Dos and Don’ts of Phonics Instruction](https://www.ldatschool.ca/the-dos-and-donts-of-phonics-instruction/) - This article, adapted from Wiley Blevins (2021), discusses the characteristics of strong phonics instruction and common causes of phonics instructional failure
- [Learning to Read and Write Using Decodable Texts](https://www.ldatschool.ca/learning-to-read-and-write-using-decodable-texts/) - This article will help you understand the role that decodable texts play in developing early reading and encoding skills for students.
- [Webinar Recording: Dynamic Vocabulary Instruction in the Classroom](https://www.ldatschool.ca/dynamic-vocab-webinar/) - This webinar will show you how to construct dynamic vocabulary routines across grade levels to make sure your students are reading and comprehending texts.
- [Using Multi-Tiered Systems of Support and Co-Teaching to Better Respond to Learner Diversity](https://www.ldatschool.ca/using-multi-tiered-systems-of-support-and-co-teaching-to-better-respond-to-learner-diversity/) - Co-teaching is recommended to better serve diverse groups of students, including those with special needs. This collaborative work enables informed decision-making regarding each of the components of MTSS.
- [The Individual Education Plan: How to Support Parent Involvement for a Bigger Impact](https://www.ldatschool.ca/iep-support-parent-involvement/) - The development of an IEP is an essential process in the continuous progress of students with special education needs. It is important to involve, include and support parents throughout this process in order to ensure that they understand it and are comfortable with the support provided by educators.
- [Toward an Equitable Classroom: Using Assistive Technology to Remove Barriers to Learning for Students with Learning Disabilities](https://www.ldatschool.ca/toward-an-equitable-classroom-using-assistive-technology-to-remove-barriers-to-learning/) - Assistive technology typically does not close gaps in learning, and on its own can be discriminatory and a barrier to learning. A balanced and well-monitored approach to the use of AT is the most equitable solution for supporting students with LDs.
- [The impact of anti-Black Racism on the Mental Health of Black students](https://www.ldatschool.ca/the-impact-of-anti-black-racism-on-the-mental-health-of-black-students/) - The impacts of anti-Black racism on the mental health of Black students include (but aren’t limited to) under-diagnosis, misdiagnosis, denial of service, lack of culturally relevant services, and race-related stress exacerbating or creating mental health problems or illnesses
- [Supporting Mentally Healthy Conversations About Anti-Black Racism with Students](https://www.ldatschool.ca/mentally-healthy-conversations-about-anti-black-racism/) - When done in a thoughtful, informed and intentional way, engaging students in discussions about anti-Black racism acknowledges and addresses systemic racial injustice.
- [Listen, Believe, & Act: Support for students who have been disproportionately impacted in schools](https://www.ldatschool.ca/listen-believe-act/) - Whether facilitating a discussion or responding to a situation that perpetuates racism or marginalization, it can be helpful to remember to Listen, Believe, & Act.
- [Creating Inclusive Classrooms](https://www.ldatschool.ca/creating-inclusive-classrooms/) - Creating inclusive classrooms can be hard work. It takes commitment to the guidelines of inclusion and a willingness to critically examine our beliefs, assumptions, and practices.
- [Supporting Oral Language in the Classroom: Extending Reading Instruction Beyond Decoding](https://www.ldatschool.ca/supporting-oral-language-in-the-classroom/) - Oral language is an important skill, foundational to reading which is crucial for reading comprehension. Even if a child has strong word decoding abilities, if they do not understand the meaning of the text they have read, reading comprehension will not happen.
- [Inclusive and Equitable Teaching Practices](https://www.ldatschool.ca/inclusive-and-equitable-teaching-practices/) - Research clearly shows that adopting inclusive and equitable teaching practices is a winning strategy for all students, particularly for immigrant and marginalized students, because it can make the difference between school success or failure.
- [Students and Parents Share their Reading Success Stories](https://www.ldatschool.ca/reading-success-stories/) - LD@school spoke with former and current students and their parents about their journey of learning to read. By sharing their experiences and the supports that worked for them, students with LDs can help parents and educators understand how to help others who are struggling to learn to read.
- [Strategies for Building Your Inclusive Classroom – From Beliefs to Strategies](https://www.ldatschool.ca/strategies-inclusive-classroom/) - Use the strategies included in this article to help create inclusive classrooms that are spaces where ALL students feel welcomed and valued.
- [What the Right to Read Report Means for Supporting Students in the Tiered Model of Support ](https://www.ldatschool.ca/right-to-read-in-the-tiered-model/) - Implementing evidence-based reading instruction at Tier 1 will improve reading scores and skills, while reducing the need for Tier 2 and 3 supports.
- [How can we promote school-family communication to support LD students?](https://www.ldatschool.ca/school-family-communication-ate/) - How can teachers communicate effectively with the parents of students with learning disabilities (LDs) or special needs in order to improve the quality of school-family interventions? Here are two strategies for developing effective communication.
- [Using Preparatory Activities for Students with LDs: Volume and Spatial Sense Problem-Solving](https://www.ldatschool.ca/preparatory-activities-volume-spatial-sense/) - Problem-solving is an important skill in math curricula around the world, however, it presents many challenges for students, especially those with LDs. Preparatory activities can be used in math class to reduce student anxiety and develop problem-solving skills, through thoughtful engagement.
- [Know the Facts about Reading](https://www.ldatschool.ca/facts-reading/) - Click here to view and download the Facts about Reading Handout. Written by Stacey Rickman Learning to read is NOT a natural process - it must be taught. Learning to speak and listen is a natural process that typically developing children learn by being immersed in oral language; learning to read is not, and must
- [The Journey Toward Improving Early Literacy - Hastings & Prince Edward District School Board’s Story](https://www.ldatschool.ca/the-journey-toward-improving-early-literacy-hastings-prince-edward-district-school-boards-story/) - LD@school met with the Hastings and Prince Edward District School Board to learn how their work on improving early literacy aligns with the recommendations. This video tells the story of their journey.
- [Fostering Student Self-Advocacy for Students with Diverse Learning Needs in Online Learning](https://www.ldatschool.ca/fostering-student-self-advocacy-in-online-learning/) - By: Adrianna Arsenault & Dr. Jess Whitley Creating a safe, inclusive and caring learning community is an important part of addressing students’ diverse needs. In an inclusive classroom, all students feel welcome and valued, see themselves in their environment, and have their learning needs met. However, online learning presents unique opportunities and challenges for teachers
- [Webinar Recording: The Productive Struggle - How Educators Can Help Students with LDs Build Resilience & Achieve Deeper Math Learning](https://www.ldatschool.ca/webinar-productive-struggle-math/) - Struggling may seem like a bad thing, but the productive struggle a student experiences while trying to make sense of math is a critical part of learning.
- [VIDEO: What is an IEP? An Introduction to Individual Education Plans in Ontario](https://www.ldatschool.ca/video-what-is-an-iep/) - This video defines an Individual Education Plan (IEP) and walks you through the 5 stages of creating an IEP: gathering information, setting the direction, developing, implementing, and reviewing and updating.
- [Active breaks in elementary school: A tool to support the self-regulation of students with LDs](https://www.ldatschool.ca/active-breaks/) - Active breaks, characterized by short periods of physical activity that take place within the classroom, are one of the ways to use physical activity in school settings to support students' self-regulation.
- [An Administrator Reflects on The Science of Reading and the Right to Read Inquiry Report](https://www.ldatschool.ca/ate-an-administrator-reflects/) - Our programming of years past was not enough to reach the unique learning needs of all students, which had a lasting impact on their learning throughout their educational journey.
- [Your Culturally Responsive Classroom: A Socially Shared Approach](https://www.ldatschool.ca/culturally-responsive-classroom/) - How can we ensure that school is responsive, supportive, and nurturing for all students, even if they do not experience that connecting first interaction?
- [A New Teacher Reflects on The Science of Reading and the Right to Read Inquiry Report](https://www.ldatschool.ca/ate-new-teacher-reflects/) - All teachers, no matter what stage of their career they are at, should feel confident teaching students through research and evidence-based practices.
- [Primary Teachers Reflect on The Science of Reading and the Right to Read Inquiry Report](https://www.ldatschool.ca/ate-primary-teachers-reflect/) - The progress of students was slow at first, but now we see that our students have developed the tools they need to become independent decoders and readers.
- [Webinar Recording: How does a culturally responsive educator scaffold emergent literacy development?](https://www.ldatschool.ca/webinar-culturally-responsive-early-lit/) - This webinar will help educators create culturally responsive opportunities that honour student voices and give students ownership over their own learning.
- [Webinar Recording: Answering your Questions about Evidence-based Early Literacy Practices](https://www.ldatschool.ca/webinar-evidence-based-early-lit2/) - During this live presentation, Emily Moorhead will provide case studies to answer audience questions about evidence-based early literacy practices.
- [Personal Reflections about our Circles of Support, to Guide you in Building Yours](https://www.ldatschool.ca/circles-of-support/) - Gail Brant-Terry, of the Upper Canada District School Board shares their ‘Circles of Support’ visual graphic to help guide relationships and provide Indigenous students, non-Indigenous students, educators, and families the to best possible support.
- [Webinar Recording: Evidence-based Early Literacy Practices to Support Every Learner](https://www.ldatschool.ca/webinar-evidence-based-early-lit1/) - This webinar will discuss the essential components of Early Literacy Instruction: oral language, vocabulary, phoneme awareness, and alphabetic knowledge.
- [Evidence-Based Assessment in the Science of Reading](https://www.ldatschool.ca/evidence-based-assessment-reading/) - Rigorous, systematic, and explicit instruction of reading must go hand-in-hand with a comprehensive reading assessment system to allow educators to adjust instruction to meet the specific needs of students.
- [The Science of Reading Part 2: Developing Reading Skills](https://www.ldatschool.ca/science-of-reading-podcast-developing-reading-skills/) - In this episode, Stacey Rickman explains the importance of targeted practice, scope and sequence, regular assessment and how these can be used to move educators from the current reactive intervention approach to literacy instruction to a model of prevention, where all students are taught the skills that result in proficient reading.
- [Using the “Road to Reading Infographic” to Guide Assessment of and Intervention for Foundational Literacy Skills](https://www.ldatschool.ca/road-to-reading-infographic/) - The Road to Reading infographic was designed to provide an easy-to-follow visual overview of the developmental sequence in which foundational literacy skills are acquired in students.
- [The Science of Reading Part 1: The Five Pillars](https://www.ldatschool.ca/science-of-reading-5-pillars/) - In this episode, Stacey and Lawrence discuss the current state of literacy instruction in Ontario and Stacey introduces the five pillars of reading, the core skills necessary to become a skilled reader, that have emerged from decades of research.
- [Webinar Recording: The Road to Reading - Strategies for Literacy Assessment and Intervention](https://www.ldatschool.ca/webinar-road-to-reading/) - Using evidence-based assessment and instructional strategies, this webinar will guide educators in the use of curriculum-based measures to quickly and effectively assess the development of key foundational literacy skills in their students.
- [How can educators support students with LDs while hybrid learning?](https://www.ldatschool.ca/ate-hybrid-learning/) - Although the hybrid model can make aspects of learning difficult for students with LDs there are ways to ensure students are consistently supported and accommodated during online and in-person learning.
- [Staying Connected to Students with LDs while Learning Remotely: Testimonials and concrete examples](https://www.ldatschool.ca/staying-connected-learning-remotely/) - Stephanie Dionne has collected advice from teachers on how educators can stay connected with students who have learning disabilities (LDs) while learning remotely.
- [Calming Measures in the Classroom: Support or Distraction?](https://www.ldatschool.ca/calming-measures/) - Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?
- [Learning Disabilities Awareness Month](https://www.ldatschool.ca/awareness-month-tool-kit/) - The LD@school team has developed a toolkit for educators to use during Learning Disabilities Awareness Month (#LDmonth) to help spread awareness in your school and classroom. You may choose to use one or all of the resources, share with your colleagues, students, parents or your community.
- [What are the first steps a teacher should take when they notice a student is having behavioural problems?](https://www.ldatschool.ca/ate-first-steps-behavioural-problems/) - Mariem Farag, Special Education Specialist, provides some questions to ask yourself early on when interacting with students who are being labelled as having behavioural problems, to guide your interventions.
- [Webinar Recording - Reaching Our Diamonds in the Rough: Seeing beyond the behaviour](https://www.ldatschool.ca/webinar-seeing-beyond-behavior/) - Through real-life stories and experiences, this presentation will cover the strategies and philosophies required to teach students who have been labelled formally and informally as behavioural
- [VIDEO: Tory's Success Story - How Educators Helped Me Succeed](https://www.ldatschool.ca/video-tory-success/) - Tory was diagnosed with ADHD and dyslexia as a child. Watch this video and discover the simple moments of support from caring educators that made all the difference.
- [Supporting the Development of Self-Determination as a Lever for Engaging Learners](https://www.ldatschool.ca/development-self-determination/) - Supporting the development of self-determination appears to be a promising way to promote academic success and seems to have an impact beyond the school career of students with and without learning disabilities (LDs).
- [Building Oral Language Skills through Classroom Instruction: Six High-Yield Strategies to Borrow from the Clinic](https://www.ldatschool.ca/building-oral-language-skills/) - This article provides a number of high leverage strategies to target oral language skills that can be adapted for classroom instruction.
- [VIDEO: Using Storybooks to Build Language Skills](https://www.ldatschool.ca/video-storybooks-language-skillls/) - Watch this video to learn more about LITES, how it can help students build their oral language skills, and how to implement some of the same strategies in your classroom.
- [Should educators prioritize student learning loss or mental health in September?](https://www.ldatschool.ca/ate-prioritize-mental-health/) - As we approach a third school year affected by this pandemic, the challenges for those working in schools are very different. And in many ways, the goals won’t be clear until after school begins in September.
- [SMHO: Promoting the Mental Health of Students with Learning Disabilities](https://www.ldatschool.ca/smho-promoting-mental-health/) - Students with learning disabilities may be at greater risk for mental health problems including ADHD, anxiety, mood disorders, and interpersonal problems. Deanna Swift, from School Mental Health Ontario provides resources support educators in their efforts to create a mentally healthy classroom.
- [What influences the effectiveness of Assistive Technology for students with LDs?](https://www.ldatschool.ca/ate-effectiveness-assistive-technology/) - Research indicates that a number of conditions must be met in order to maximize the effectiveness of assistive technology, three of which are in this article.
- [Stop, Observe and Act: A Strategy for Managing Attention, Impulsiveness and Anxiety](https://www.ldatschool.ca/attention-impulsiveness-anxiety/) - ADHD and anxiety have become big problems for classroom teachers. New research on the notion of cognitive control leads us to believe that managing attention, impulsiveness, and anxiety requires several shared skills, which can be taught explicitly.
- [What are some simple ways I can work phonemic awareness into my reading instruction?](https://www.ldatschool.ca/ate-phonemic-awareness-reading-instruction/) - Phonemic awareness is not only one of the strongest predictors of reading and writing success, but it is also fun to teach. Here are a few ways that educators can work it into kindergarten and primary classrooms.
- [Cultivating the Hearts of Students through Books: Using Children’s Literature to Support Social-Emotional Learning ](https://www.ldatschool.ca/childrens-literature-support-social-emotional-learning/) - For over 20 years, research has shown that social-emotional learning should take a more important role in the classroom. Teachers should highlight the emotions felt by the characters in children's literature to promote social-emotional learning and discussions while continuing to meet academic goals.
- [How can mental imagery be used to teach spelling to students with LDs?](https://www.ldatschool.ca/ate-mental-imagery/) - Mental imagery, or the ability to create a visual representation in your mind, can be used to support visual reading processes in ways that can benefit students who struggle with reading and writing due to their LDs. Creating mental imagery of a word is a strategy that can be used in the classroom to support reading and writing instruction and remediation.
- [How Can We Leverage Students’ Reading Skills to Reduce Difficulties in Solving Written Mathematical Problems?](https://www.ldatschool.ca/ate-written-mathematical-problems/) - It is now well-known that students’ reading skills have an important role in mathematics, in particular for solving word problems. One reading skill needed to understand and solve written mathematical problems is the ability to make inferences.
- [What are the warning signs of ADHD that teachers should look out for in their female students?](https://www.ldatschool.ca/ate-warning-signs-adhd/) - Although girls with ADHD will tend to struggle in all areas of functioning, we tend to rely more heavily on relatively subtle clues during diagnosis, and educators are often in the best position to observe them.
- [Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges](https://www.ldatschool.ca/avoidant-coping/) - Often, children cope with distress by gradually withdrawing from or avoiding situations, thoughts, or feelings, and engaging in behaviours like procrastination, school refusal, lying about getting work done, or feeling tired or unwell.
- [Seen, Understood, Accepted, and Celebrated: Using Broader Lenses to Assess Online Engagement in Learners of All Ages](https://www.ldatschool.ca/assess-online-engagement/) - Consider this: you might actually be missing a lot of the student engagement that your hard work and dedication have created. Teachers need to learn how to recognize and fully appreciate the wide range of engagement that is already occurring in classrooms and in online spaces.
- [Webinar Recording: Recognizing and Understanding Girls with ADHD](https://www.ldatschool.ca/webinar-girls-adhd/) - ADHD is a prevalent diagnosis, but girls are often missed because their ADHD presents in different ways than boys, leading to misdiagnosis or delayed diagnosis.
- [Webinar Recording: In Love With Learning... Online! Ten Keys to delight, persistence, and attention in an online space ](https://www.ldatschool.ca/webinar-love-learning-online/) - Let's get back to basics! In this calm and grounding presentation, we’ll refresh key research on engagement and motivation, provide our straightforward Ten Keys tool for tweaking your online lessons, and create space for participants to use the keys to start unlocking a frustrating previous experience.
- [10 Tips for Teaching Phonological Awareness](https://www.ldatschool.ca/10-tips-for-teaching-phonological-awareness/) - Phonological awareness is a crucial foundational skill in the journey of learning to read. Research shows that challenges in phonemic awareness and other phonological skills both predict and cause poor reading and spelling development and that decoding instruction may be ineffective unless children can first hear the sounds in spoken language.
- [Supporting Students with Learning Disabilities during Writing Circles](https://www.ldatschool.ca/writing-circles/) - The Writing Circle is an innovative teaching approach used to teach writing at the primary level, which can be adapted to support students with LDs to encourage their enjoyment of writing, activate and increase their knowledge of writing, and enable them to acquire new writing skills, both in planning and revising texts.
- [Betting on Success: Teaching Reading through the Principles of Direct Instruction in a Regular Classroom](https://www.ldatschool.ca/reading-direct-instruction/) - Reading is a significant area of need throughout Ontario schools. Too many students have gaps in too many areas of reading, impacting not only the day-to-day instruction in our classrooms, but the face of education as a whole. Direct Instruction is needed to remediate those gaps and build literate children who are equipped with a variety of strategies to decode words and comprehend ideas. In order to provide our students with the quality of reading instruction they need, we as teachers need to better understand the skills that build readers and provide consistent opportunities for practice and application.
- [What is the best advice that educators can pass onto parents and students who are preparing for the transition to post-secondary education?](https://www.ldatschool.ca/ate-advice-transition-post-secondary/) - Research suggests that students with LD transitioning to post-secondary environments often face a variety of academic, social, and emotional challenges as they navigate changes and differences between the secondary and post-secondary settings.
- [Webinar Recording: The Road Ahead - The undergraduate learning experience for students with LDs](https://www.ldatschool.ca/webinar-undergraduate-learning-experience/) - This webinar will provide insight into the undergraduate learning experience in university settings for students with LDs. Educators attending this webinar will gain an understanding of what the student experience at university might look like for students with LDs and how to help prepare students for a successful transition to post-secondary learning.
- [Are Online Courses Suitable For Students with LDs?](https://www.ldatschool.ca/online-courses-suitable/) - When the Ministry of Education announced it would require students to take online courses in order to graduate, there was concern about whether students with learning disabilities (LDs) would find success. In response to this concern, the Ministry amended their original plan and announced that students with LDs could be exempt from online learning. This has sent mixed messages to students with LDs and their parents and may have convinced many that online learning is not possible for students with LDs.
- [Webinar Recording: Teaching Students with LDs Online - Engagement, Work Completion and Evaluation](https://www.ldatschool.ca/webinar-teaching-online/) - Educating and learning online can be daunting in the best of times. If your students have learning disabilities (LDs) it can be even more complicated. How do you adapt online lessons to meet the needs and tap into their strengths of students with LDs?
- [Differentiation in the Math Class Using EquatIO](https://www.ldatschool.ca/differentiation-math-equatio/) - EquatIO is truly a revolutionary tool that mathematicians have always wanted but never had. Its accessibility features allow students from all skill levels to enter into the world of mathematics, using the prior knowledge they already have. The end result, confidence and capacity building within the world of numeracy.
- [LDAO’s Parent Resource: LD@home](https://www.ldatschool.ca/ldaos-new-parent-resource-ldhome/) - In 2017, LDAO launched a website for parents: LD@home (www.LDatHome.ca)! LD@home is a free resource for parents of students with learning disabilities (LDs) from kindergarten to grade 8. Its goal is to help bridge the gap between school and home.
- [What are some strategies that could be used to better support students with LDs when teaching math online?](https://www.ldatschool.ca/ate-teaching-math-online/) - Teaching math online is a challenge for many teachers. It has become necessary for teachers to find virtual strategies or incorporate new platforms into their teaching.
- [Accessing Support for LDs in University: Student perceptions of support received from the accessibility service office](https://www.ldatschool.ca/accessing-support-university-student-perceptions/) - In order to access support and accommodation in University, students must disclose their disability to the accessibility services office. This article explores how useful students with LDs perceive these supports and accommodations to be to their learning.
- [Homework Strategies for Students with LDs](https://www.ldatschool.ca/homework-strategies-students-lds/) - Students with learning disabilities (LDs) commonly encounter more difficulties than their peers when it comes to working in the often less structured environment of home.
- [Webinar Recording: Math Made Digital - Unlocking the Power of EquatIO](https://www.ldatschool.ca/webinar-math-digital/) - EquatIO is a chrome extension that makes math digital. It can help teachers and students at all levels create math expressions, formulas, equations, quizzes, all quite easily.
- [How can parents reduce back to school stress for students with LDs?](https://www.ldatschool.ca/back-school-stress/) - Parents can help reduce back to school stress for students with LDs by reducing the working memory load so their child can focus on the job of learning; it will directly impact their child’s experience going back to the classroom this September.
- [Students with Service Animals: 10 Things to Know as a Teaching Professional](https://www.ldatschool.ca/service-animal/) - What is your role, as a member of the educational team, if a student brings a service animal to school? Why might such an animal be needed? This article is intended to provide the tools needed to understand the important role such an animal plays in the life of a student with a disability, using research on the subject.
- [What impact will de-streaming applied and academic courses in grade 9 have on students with LDs?](https://www.ldatschool.ca/ate-impact-de-streaming/) - If academic and applied streams are amalgamated, there is a possibility that students who require more support - such as students with LDs - could fall through the cracks. Educators should be aware of the following potential challenges that may be caused by de-streaming.
- [VIDEO: They didn't know how to help - How my LDs made me a better educator](https://www.ldatschool.ca/video-didnt-know-how-to-help/) - When Michael was a student, the last place he ever thought he would end up working in, is a school. Growing up with dyslexia and ADHD, Michael worked hard in school but his results did not reflect his effort. His teachers just didn't know how to help. But now that Michael is an educator, he draws on his own experience to support students with LDs.
- [How can I support a student with LDs who is worried about falling behind academically after distance learning during Covid-19?  ](https://www.ldatschool.ca/ate-falling-behind-covid/) - We may not know what September holds for our schools and communities, but we can be sure that supporting students with an LD will require serious thought and precision.
- [How do I choose between the different types of assistive technology to make sure my students have the tools they need to succeed?](https://www.ldatschool.ca/choose-assistive-technology/) - There are hundreds of assistive technologies available, and simply too much information for one person to track. To help with this problem, Dr. Todd Cunningham, a clinical psychologist at the University of Toronto/OISE, specializing in AT, and his team of graduate students have gone through and compiled as much information and research as they could find. All this information is available on the website ATSelect.org.
- [From Secondary School to the Workplace: Preparing Students with Learning Disabilities for Success](https://www.ldatschool.ca/secondary-school-workplace/) - Graduating from secondary school is a rewarding and exciting time. For students with LDs making the transition to work, it can also be a time of stress and anxiety. Support from educators can help reduce anxiety and prepare students for success in the workplace.
- [How can I support a student who refuses to do homework?](https://www.ldatschool.ca/refuse-homework/) - 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.
- [Oral Language Skills and Learning Disabilities: A Review for Educators  ](https://www.ldatschool.ca/oral-language-skills/) - 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.
- [FAQ: Developing Skills with Assistive Technology](https://www.ldatschool.ca/faq-ate-developing-skills-at/) - 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](https://www.ldatschool.ca/growing-social-emotional-skills/) - 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.
- [Avoiding Working Memory Overload in Students with LDs](https://www.ldatschool.ca/working-memory-overload/) - 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.
- [Dynamic Communities of Math Learners: Fostering Well-Being and Reducing Anxiety](https://www.ldatschool.ca/dynamic-communities-math-anxiety/) - 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](https://www.ldatschool.ca/webinar-knowing-learner-profile/) - 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?
- [How does one differentiate between mild, moderate, and severe LDs?](https://www.ldatschool.ca/a-t-e-one-differentiate-ieps/) - 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.
- [Using the Response to Intervention (RTI) Model to Develop Reading Fluency in Grade 2 Students ](https://www.ldatschool.ca/response-intervention-reading-fluency/) - 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.
- [Bringing Mindfulness to Learning at Home](https://www.ldatschool.ca/bringing-mindfulness-learning-home/) - 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.
- [Reading for Science at Home](https://www.ldatschool.ca/reading-science-home/) - For many students with LDs, reading is a challenge that may impact their ability to ‘reading to learn’ in Science. You can use these strategies to help your child learn to read science at home.
- [Project-Based Learning at Home ](https://www.ldatschool.ca/project-based-learning-home/) - Project-Based Learning (PBL) can be easily integrated into distance learning to keep your child working steadily over a longer period of time with less direct oversight on your part. Your child can develop independent research and work skills while delving deeper into topics through genuine curiosity.
- [What Strategies Can Parents Use to Support Students with LDs in Math?](https://www.ldatschool.ca/parent-strategies-math/) - It can be challenging to have to help your child learn math concepts you may not have touched for many years; especially if your child has a learning disability (LD). My hope is that this article will show you five helpful ways you can help to engage and support your child with math at home.
- [Using Differentiation to Support Learning at Home ](https://www.ldatschool.ca/differentiation-at-home/) - In the classroom, teachers work to understand the learning profiles of their students and ensure that lessons and assignments are developed to meet everyone’s needs. At home, you can apply differentiation to help your child meet their learning goals.
- [Supporting Online Learning Using the Brain’s Natural Strengths](https://www.ldatschool.ca/supporting-online-learning/) - Online learning requires considerably more voluntary focus and the ability to persist when an effort is needed. By using the four pillars of learning, active engagement, attention, error feedback, and consolidation you can support all your students when they are learning away from the classroom.
- [Shortcuts for Math Problem Solving](https://www.ldatschool.ca/solving-math-problems-heuristics/) - LDs that impact mathematics learning are diverse, and may take many different forms. If your child is struggling with the procedure of a math problem, for example not knowing where to start or forgetting the order of steps to solve a problem, then a heuristic may be helpful.
- [Five Strategies for Helping Students with LDs Avoid Procrastination](https://www.ldatschool.ca/five-strategies-helping-students-lds-avoid-procrastination/) - Studies show that many students postpone their schoolwork, which affects school performance. Procrastination is particularly present in students with learning disabilities (LDs), where resilience and persistence in dealing with a task are often weaker.
- [Using Manipulatives to Support Math Learning at Home](https://www.ldatschool.ca/manipulatives-support-math-learning/) - Using manipulatives to support math learning at home can help students at all grade levels improve their mathematical reasoning and problem-solving.
- [Keeping School Work on Track: Staying Organized with Graphic Organizers](https://www.ldatschool.ca/keeping-school-work-track-staying-organized-graphic-organizers/) - Students with a learning disability (LD) often have difficulty keeping schoolwork organized. A graphic organizer can help students organize assignments into manageable pieces and guide them through the process to completion.
- [Strategies to Assist Students with Writing Difficulties](https://www.ldatschool.ca/strategies-assist-students-writing-difficulties/) - Students with LDs may experience frustrating writing difficulties, unable to write with the same ease as they can understand, think, and discuss.
- [5 Simple Tips to Help Your Child Acquire Reading Skills](https://www.ldatschool.ca/tips-acquire-reading-skills/) - Parents play a significant role in supporting children’s reading development. Use this list of tips at home to help improve your child’s reading skills.
- [Using Assistive Technology at Home for Literacy](https://www.ldatschool.ca/using-assistive-technology-home-literacy/) - Many students use assistive technology (AT) regularly in the classroom. As we turn to distance learning, is it important that parents are able to support the use of these tools in the home.
- [Webinar Recording: Assistive Technology & Distance Learning - Developing Skills with Accessible Tools During COVID-19](https://www.ldatschool.ca/webinar-at-covid-19/) - All too often, Assistive Technology (AT) is provided as a solution or accommodation to learning challenges. However, not often enough are students provided ample opportunity to become proficient with the tool before being expected to produce academic assignments.
- [What are the differences and similarities between Non-Verbal Learning Disabilities (NVLD) and ADHD?](https://www.ldatschool.ca/ate-nvld-and-adhd/) - 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.
- [VIDEO: Preparing Students with LDs to Transition from Secondary to Post-Secondary](https://www.ldatschool.ca/video-transition-post-secondary/) - The transition from secondary to post-secondary can be a challenging time for students with learning disabilities (LDs). In order to mitigate this, there are a range of resources and support available both before and after the transition.
- [Developing Caring Schools: Positive Behavioural Interventions and Supports (PBIS)](https://www.ldatschool.ca/positive-behavioural-interventions-supports/) - Developing caring schools involves creating a safe, orderly, predictable and positive environment that promotes education and learning. By implementing the Positive Behavioural Interventions and Supports (PBIS) system, Canadian schools can foster the development of such positive environments.
- [What strategies can we use to improve a student’s flexibility?](https://www.ldatschool.ca/ate-strategies-flexibility/) - Much of the time, flexibility problems persist less because of a lack of objectively good strategies and more because of a lack of the motivation, engagement, and interest to get behind a strategy and apply it.
- [WEBINAR RECORDING: Understanding Non-Verbal Learning Disabilities - From Diagnosis to Intervention](https://www.ldatschool.ca/webinar-non-verbal-learning-disabilities/) - Non-verbal learning disability (NVLD) is a frequently misunderstood and misused diagnosis. You may have heard non-verbal learning disabilities described as a cluster of difficulties that are primarily in non-language areas, but what does this really mean? And more importantly, if a student in your class has been diagnosed with NVLD do you know how to support him or her?
- [Math and the Growth Mindset](https://www.ldatschool.ca/math-growth-mindset/) - Mindsets are the beliefs that people hold about their own intellectual abilities and the abilities of others. Some believe that the ability to learn is limited, or fixed, and that there is not much that can be done to change it. In contrast to this fixed mindset is a growth mindset, which is the belief that with the right instruction and practice anyone can improve their ability.
- [FAQ: Extra time in assessment settings](https://www.ldatschool.ca/faq-extra-time-assessment-settings/) - Unfortunately, there is no miracle strategy to make students manage their time, especially on their own. Nathalie Arbour answers questions received from webinar participants about giving students extra time in assessment settings.
- [WEBINAR RECORDING: Differentiating Tasks to Engage All Students in High Quality Thinking](https://www.ldatschool.ca/webinar-differentiating-tasks/) - 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.
- [Webinar Recording: Assessing Thinking in Fluid, Manageable and Authentic Ways](https://www.ldatschool.ca/webinar-assessing-thinking/) - 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.
- [Adapted Webinar: Beyond “Lazy" and "Unmotivated” - Why Educators Need to Know about Executive Skills](https://www.ldatschool.ca/adapted-webinar-beyond-lazy-unmotivated/) - 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.
- [VIDEO: Transitioning Students with LDs from Grade 8 to Grade 9](https://www.ldatschool.ca/video-transition-grade-8-9/) - The transition from grade eight to grade nine is a daunting time for many students. But for students with learning disabilities (LDs), it can be a particularly challenging experience. In the Peel District School Board, Erindale Secondary School and Homelands Senior Public School have created a unique relationship to support the transition of all students, especially students with LDs.
- [VIDEO: Accessible Texts in the Classroom](https://www.ldatschool.ca/video-accessible-texts-classroom/) - Learning to read is a vital academic milestone for all students. But for many students with LDs, learning to read is the hardest task they face at school in the primary years. Avon Maitland District School Board's STAR (Students with Technology Achieving Results) team has been working to change teacher practices by encouraging the use of accessible text technology in classrooms. A move that helps level the playing field for students with LDs.
- [Planning and Teaching with Explicit Instruction](https://www.ldatschool.ca/planning-teaching-explicit-instruction/) - Explicit instruction is an evidence-based practice for teaching students with learning disabilities (LDs). This means that a vast amount of research, conducted over many decades, support the use of this practice with students with LDs.
- [Using Project-Based Learning in the Classroom](https://www.ldatschool.ca/project-based-learning/) - 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.
- [Why is it Important to Build and Support Resiliency Skills for Students with LDs?](https://www.ldatschool.ca/ate-support-resiliency/) - Resiliency is a key skill for everyone, not just for students with learning disabilities (LDs). The ability to overcome adversity, manage setbacks, and be adaptable to the new or difficult situations one is faced with, are central to success for everyone. It is even more essential that students with LDs develop resiliency.
- [Creative Problem Solving and Children with Learning Disabilities: A Hidden Potential](https://www.ldatschool.ca/creative-problem-solving-and-lds/) - 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.
- [How can Speech-Language Pathologists Support Students with LDs to Learn Math?](https://www.ldatschool.ca/ate-slp-math/) - Sabrina O'Keefe, a Speech-Language Pathologist (SLP), answers two questions about the ways in which SLPs can help students with LDs aquire math skills.
- [Technology for Reading](https://www.ldatschool.ca/technology-for-reading/) - The right technological tools can make a significant difference to students who struggle with word recognition as well as reading comprehension.
- [Technology for Writing](https://www.ldatschool.ca/technology-for-writing/) - 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
- [WEBINAR RECORDING: At the Heart of the Matter - Creating Classrooms and Schools that Support Well-being](https://www.ldatschool.ca/webinar-support-well-being/) - 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,
- [Considering the Principles of UDL, How Can Educators Actively Involve Their Students with LDs in the Learning and Assessment Process?](https://www.ldatschool.ca/ate-udl-learning-assessment/) - 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
- [What are Some “low-tech” Methods for Helping Students  with Reading Difficulties?](https://www.ldatschool.ca/ate-low-tech-reading/) - Answered by Nathalie Paquet-Bélanger Although some research (MacArthur, 2013) has shown that the use of text-to-speech technology improves the performance of students with reading difficulties, this method should not be the first one considered or may not be good for everyone. Here are a few ideas for strategies and tools that could be useful for readers
- [Webinar Recording: The SLP in the Math Class - Empowering Math Learners Through Collaboration between Educators and Speech Language Pathologists](https://www.ldatschool.ca/webinar-slpmath/) - 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
- [Technology for Mathematics](https://www.ldatschool.ca/technology-for-mathematics/) - 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
- [Webinar Recording: Math and LDs - Using Assistive Technology and Project-Based Learning to Support All Students](https://www.ldatschool.ca/webinar-math-lds/) - 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
- [Webinar Recording: Supporting Students from the Ground Up - Universal Design to support students with LDs in the Inclusive Classroom](https://www.ldatschool.ca/webinar-supporting-students-udl/) - 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”.
- [How to Foster a Positive Classroom Environment](https://www.ldatschool.ca/positive-classroom-environment/) - A sense of belonging and school connectedness is central to promoting well-being for students with learning disabilities (LDs). Educators play an important role in creating and advocating for a safe and supportive school environment.
- [VIDEO! Thinking Thursdays: Encouraging Critical Thinking in Math](https://www.ldatschool.ca/thinking-thursdays-encouraging-critical-thinking-math/) - Thinking Thursday, an initiative of St. Michael the Archangel Catholic Elementary School at the York Catholic District School Board’s school improvement plan, is a day dedicated to mathematics and mathematical thinking. Every Thursday, classes work on different open-ended math questions that promote collaborative communication, creative processes and critical thinking to problem-solve.
- [Beyond the Basics:  Other Elements of an Effective IEP for Students with LDs](https://www.ldatschool.ca/beyond-the-basics-other-elements-of-an-effective-iep/) - In Ontario, a student who has been identified as Exceptional through an IPRC must have an Individual Education Plan (IEP) developed and maintained. An IEP may also be prepared for students who require accommodations, program modifications and/or alternative programs, but who have not been identified as exceptional by an IPRC.
- [Learning Disabilities Awareness Month Posters](https://www.ldatschool.ca/ld-awareness-month-posters/) - October is Learning Disabilities Awareness Month (#LDmonth)! We’ve designed two posters that that you can download and print to use in your school or classroom, share with students, parents, and your community. Thumbnails of the posters can be viewed below with downloadable links available directly below each poster.
- [VIDEO: Supporting Students with LDs in a Comprehensive Math Program](https://www.ldatschool.ca/video-supporting-students-lds-comprehensive-math-program/) - This video provides viewers with the opportunity to explore how the York Region District School Board created a comprehensive math program to support and enhance the math outcomes for all students, including students with LDs that includes the environment, the learner and the learning experience.
- [VIDEO: Supporting Struggling Readers: How School Leaders Contribute to Effective Reading Programs](https://www.ldatschool.ca/video-supporting-struggling-readers-school-leaders-contribute/) - This video provides viewers with the opportunity to develop an understanding of the key role school administrators play in determining effective reading programs for students with LDs in the area of reading.
- [How should I organize my classroom library to make it accessible to all students?](https://www.ldatschool.ca/a-t-e-organize-classroom/) - Why have a classroom library? Research has shown that classroom libraries improve both the reading skills and motivation of students to read (Allington, 2012; National Council of Teachers of English, 2017; Neuman, 2016). Classroom libraries provide easy access to books and the classroom library may be the main source of reading materials for children from
- [Activated Learning for Students with Learning Disabilities: A Mainstream, Whole-Class, Executive Function Intervention that is Necessary for Some and Good for All](https://www.ldatschool.ca/activated-learning/) - “Activated Learning” (AL), also called the “EFs2theRescue Pedagogy” in Guare and Dawson’s 3rd edition of Executive Skills in Children and Adolescents, is an adaptive executive function (EF) intervention that aims to facilitate high-impact teaching and learning that is necessary for some and good for all in typical classrooms. AL is a self-regulated learning pedagogy that, among other benefits, allows teachers to support students with learning disabilities (LDs) as part of their everyday teaching. It was developed in 2014 by a special education teacher (the author) and has been championed by hundreds of educators in several school boards in Canada, the U.S. and the U.K.
- [Strategies and Structures to Support Independent Reading in Students with Learning Disabilities](https://www.ldatschool.ca/independent-reading/) - Independent reading provides students with an opportunity to practice the decoding and comprehension strategies and skills learned during class time on self-selected materials. Not only does independent reading provide additional practice time for students, but it also fosters independence (Johnson & Keire, 2010). TeachHub (n.d.) cites independent reading as the opportunity for students to “dive
- [IEP Development for a Student with a Learning Disability: The Power of Accommodations](https://www.ldatschool.ca/iep-power-accommodations/) - The team has made the decision; an IEP will be developed to further support the student. The process begins and sometimes those collaborating in the development of the IEP can end up feeling quite overwhelmed. The timelines, the decisions that need to be made, familiarity with the software and the conscientious desire to develop a
- [VIDEO! Building Math Skills at Home](https://www.ldatschool.ca/new-video-building-math-skills-home/) - Click here to access the transcript of this video. Parents of children with learning disabilities (LDs) know that math can present some of the greatest hurdles in their academic careers, yet building math skills is necessary for succeeding in everyday life. We use math for cooking, shopping, playing games, sports and so much more. Math
- [Identifying and Addressing Stressors in your Classroom](https://www.ldatschool.ca/identifying-addressing-stressors/) - This article is an excerpt from the LD@school learning module Supporting the Well-Being and Mental Health of Students with Learning Disabilities. Click here to access this module. Everyone experiences stress from time to time. It is a natural reaction to certain events in our lives, such as demands at work or at school, uncertainty around
- [Learning to Read: The Importance of Both Phonological and Morphological Approaches](https://www.ldatschool.ca/phonological-morphological-approaches/) - One of the main reading difficulties people with LDs have is in decoding printed words. People without LDs often use a phonics approach to sound out unfamiliar words but that does not work as well for many people with LDs who have difficulty in phonological processing – that is, in hearing the different sounds in words. They may also have difficulty associating sounds with letters (Lyon, 1995). This, in turn, interferes not only with the ability to sound out unfamiliar words but it also strongly affects spelling – for how could someone spell a word accurately when they do not hear all of the sounds in the word?
- [Webinar Recording: Managing Anxiety in Students with Learning Disabilities](https://www.ldatschool.ca/managing-anxiety-webinar/) - 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.
- [Understanding Learning Disabilities: How Processing Affects Mathematics Learning](https://www.ldatschool.ca/math-york-waterfall-chart/) - Understanding Learning Disabilities: How Processing Affects Mathematics Learning, developed by the York Region District School Board, is a Companion Resource to the Understanding Learning Disabilities Waterfall Chart. Referred to as the “math waterfall chart”, this comprehensive resource is designed for educators to support students with learning disabilities in the area of mathematics, from kindergarten to
- [Webinar Recording: Supporting Students with Learning Disabilities in the Differentiated Literacy Classroom](https://www.ldatschool.ca/webinar-differentiated-literacy/) - 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.
- [Beyond Social Skills: Understanding and Supporting Social Competence in Students with LDs](https://www.ldatschool.ca/mentalhealthsocialcompetence/) - Social competence requires more than just social skills; it is a complex and interconnected set of skills that enables us to navigate social interactions and initiate and maintain relationships with others.
- [How can I support a student who is experiencing difficulty learning?](https://www.ldatschool.ca/difficulty-learning/) - The decision tree below is a tool offering educators (grades 1 through 12) a roadmap to identifying issues and solutions when a student demonstrates difficulty learning. It is based on a series of five questions that educators can ask themselves in order to identify the difficulty observed in the student. Depending on the answer to
- [WEBINAR RECORDING: Leading the Implementation of Neurodiverse Practice in the  Classroom and School](https://www.ldatschool.ca/webinar-neurodiverse/) - Neurodiversity is a term that refers to the range of neurological differences that occur in the brain as a result of natural variations in the human genome; these neurological differences include attention deficit hyperactive disorder, autism, learning disabilities and dyslexia. Neurodiversity overthrows ableist beliefs and practices that may marginalize students with learning disabilities in the classroom and school community, and embraces the strengths and abilities of individuals with neurological differences, while acknowledging the inherent and associated challenges.
- [How do I Develop an Effective IEP to support Math Learning for a Student with a Learning Disability?](https://www.ldatschool.ca/a-t-e-ieps/) - For a student with a learning disability, the goal of an IEP is to maximize the student’s ability to access the curriculum. Now, what do we know about students with a learning disability? We know they are smart; that they have average to above average intellectual abilities. We also know they will have needs in their ability to learn and that these needs will require accommodations to facilitate success.
- [How can technology be used to support math instruction?](https://www.ldatschool.ca/math-technology/) - 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.
- [How can technology be used to support students throughout the writing process?](https://www.ldatschool.ca/a-t-e-writing-process/) - 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.
- [How can technology be used to support reading comprehension?](https://www.ldatschool.ca/support-reading-comprehension-a-t-e/) - 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.
- [Webinar Recording: Growth Mindset: Putting Positive Thinking into Practice](https://www.ldatschool.ca/growth-mindset-webinar/) - 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.
- [How can educators recognize and support students with LDs who experience anxiety?](https://www.ldatschool.ca/a-t-e-lds-anxiety/) - Having LDs may complicate the picture of anxiety, and may make it tricky for educators to recognize overlapping behaviors. For example, students who appear restless, distracted and who have difficulty concentrating may have a neurodevelopmental disorder, such as a learning disability or attention deficit hyperactive disorder (ADHD). But students may also be distracted by internal thoughts and worries, reflecting anxiety.
- [Effective Behaviour Management for Students with LDs and  Behavioural Disorders](https://www.ldatschool.ca/behaviour-managementlds/) - Behavioural disorders, particularly those of the externalized type[1], and learning disabilities often occur together. Indeed, the comorbidity between these two types of disorders in students was identified more than 20 years ago (Hinshaw, 1992). More specifically, empirical studies have shown that 75% of students with learning disabilities also lack social skills (Lane, Gresham, & O’Shaughnessy, 2002; National Dissemination Center for Children with Disabilities, 2008).
- [Visual Strategies for Organization and Planning](https://www.ldatschool.ca/visual-strategies/) - The goal of this video is to show educators how using visual structure and supports can improve organization and planning in our students.
- [Managing Parent-Teacher Relationships](https://www.ldatschool.ca/parent-teacher-relationships/) - In this podcast, Kelli Cote shares her story about navigating the educational system, both as a parent of a child with LDs and as an educator who has worked with many families of students with LDs. She explains the importance of cultivating empathy and caring in educators who work with students with LDs so that they approach parent-teacher relationships with care and sensitivity.
- [A Look Back and a Leap Forward: Three Students' Perspectives on their Post-Secondary Transitions](https://www.ldatschool.ca/talkld-special/) - n this special edition podcast, we’re going to look at what path these students took to get where they are today, what that transition looked like, the hurdles they’ve had to overcome, the successes they’ve had, and the lessons they’ve learned along the way. Their teacher, Jenessa Dworet, will also comment about the progress these three students have made and how her teaching style has changed since we last spoke to her two years ago.
- [Blended Learning: Levelling the Playing Field for Students with Learning Disabilities](https://www.ldatschool.ca/blended-learning/) - 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.
- [How do we encourage more educators to integrate technology into their classrooms?](https://www.ldatschool.ca/a-t-e-technology-classrooms/) - 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
- [Teaching Fractions: a Few Cautionary Notes](https://www.ldatschool.ca/fractions/) - In this article, we seek to understand the errors that students make. We offer a number of cautionary notes for creating activities for the acquisition of this mathematical concept. The errors explored in this article come out of research involving students between the ages of 9 years and 12 years, at the moment when they displayed reactions of avoidance, worry or anxiety (DeBlois and Bélanger, 2016, DeBlois, 2014).
- [Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools](https://www.ldatschool.ca/programs-guide-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?](https://www.ldatschool.ca/a-t-e-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: Digital Mathematics: Bringing Google g(Math) into the Classroom](https://www.ldatschool.ca/gmath/) - LD@school is having two FREE upcoming webinars in May and June! The dates and information can be found below. Please note that all LD@school webinars are hosted from 3:30 - 4:45 PM EST. Don't miss out on these great, FREE professional learning opportunities!
- [Webinar Recording: Strategies to Support the Success of Students with LDs on Exams and Standardized Tests](https://www.ldatschool.ca/webinar-exam-prep/) - 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 and Assistive Technology](https://www.ldatschool.ca/metacognition/) - 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).
- [All Students can Read to Learn Science!](https://www.ldatschool.ca/learn-science/) - For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!
- [Webinar Recording: Recognizing and Supporting Anxiety in Students with LDs](https://www.ldatschool.ca/webinar-anxiety/) - 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.
- [VIDEO: Math Manipulatives: Tools to Help All Students Become Effective Problem Solvers](https://www.ldatschool.ca/video-math-manipulatives/) - 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.
- [Has there been any research exploring the effects of Mindfulness on adolescents with LDs?](https://www.ldatschool.ca/a-t-e-mindfulness/) - 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.
- [Are Number Talks an Effective Strategy for Students with LDs?](https://www.ldatschool.ca/number-talks-a-t-e/) - Number Talks are short conversations about math problems intended to help students, including those with LDs, consolidate their understanding of concepts.
- [Teaching Secondary Students to Write Effectively: An Educator's Practice Guide](https://www.ldatschool.ca/teaching-secondary-students-write-effectively-educators-practice-guide/) - Teaching Secondary Students to Write Effectively, developed by the National Centre for Education Evaluation and Regional Assistance at the Institute of Educational Sciences, is a practical guide for educators working with students between grades 6 and 12. The guide was compiled by an expert panel, with the goal of offering educators specific, evidence-based recommendations to
- [The Elephant in the Classroom](https://www.ldatschool.ca/the-elephant-in-the-room/) - by Elisa Blasi, Learning Disabilities Association of York Region Ambassador Elisa's Story Have you ever heard the term “the elephant in the room”? It is often used when there is an obvious issue or problem that everyone can see, yet, in order to avoid an uncomfortable situation, is sidestepped. For most of my life, I
- [An Introduction to Self-Regulation](https://www.ldatschool.ca/introduction-self-regulation/) - by Michael Fairbrother and Dr. Jessica Whitley What is Self-regulation? Self-regulated learning is a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully navigate their learning experiences (Zumbrunn, Tadlock, & Roberts, 2011). According to Canadian researcher, Shanker (2012), “self-regulation refers to a child’s ability to deal with stressors effectively and efficiently and then return to a baseline
- [An Introduction to Working Memory](https://www.ldatschool.ca/introduction-working-memory/) - What is Working Memory? Working memory refers to a brain system, or mental workspace, responsible for temporarily storing and manipulating information. It is different from short-term memory, where information is stored and recalled in the same format; for example, students can hold a set of numbers in short term memory, but in order to repeat
- [How can educators help students be empathetic towards students with learning disabilities?](https://www.ldatschool.ca/a-t-e-empathy/) - Help students be empathetic towards students with learning disabilities Meta-description: Start by modelling empathy and understanding. Students want to succeed and if they aren’t doing well it is often because something is getting in the way.
- [Executive Functioning Explained: Recognizing, Understanding, Supporting](https://www.ldatschool.ca/podcast-executive-functioning/) - This podcast features a one-on-one interview with Dr. Marie-Josée Gendron, school and clinical psychologist, who discusses the various executive functioning skills, screening and identification considerations, and the relationship between executive functions and learning disabilities (LDs).
- [Behind Enemy Lines: How THAT Student Became a Vice Principal](https://www.ldatschool.ca/michael-karras-podcast/) - In this podcast, Michael Karras will frankly share with you his struggles and successes as a student, linked in part to his learning disability (LD) and ADHD, but also due to the type of teaching he received.
- [How can mindfulness help students deal with feelings of anxiety?](https://www.ldatschool.ca/can-mindfulness-help-students-deal-feelings-anxiety/) - In high school, we are seeing more and more students voice concerns about anxiety around oral presentations. They often choose to take a zero on the assignment rather than do the presentation. How can mindfulness strategies help our students who are experiencing these anxieties around presentations? LDs and Anxiety To begin, it is useful to
- [Designing Accessible Classroom Websites](https://www.ldatschool.ca/designing-aoda-website/) - Do you have your own classroom website, or do educators in your school have their own websites? When these websites are designed, is there thought being applied to those students who may have accessibility challenges? Students with learning disabilities (LDs) are not the only students who may have difficulty accessing online content, so it is good practice to design with accessibility in mind. The LD@school team has put together some background information on why designing accessible classroom websites is important, as well as some simple steps educators can take to ensure they are designing websites that can be easily navigated by everyone.
- [Choosing Appropriate Assistive Technology for Students with ADHD](https://www.ldatschool.ca/appropriate-at/) - Without appropriate accommodations, students with attention deficit hyperactivity disorder (ADHD) may find themselves at a disadvantage. If these students are then asked to “try harder”, despite making an effort that may already be above and beyond what is expected or necessary for their peers, they may develop anxiety and low self-esteem related to their difficulty in learning.
- [How can I adapt my assessments to better meet the needs of my students with LDs?](https://www.ldatschool.ca/a-t-e-assessments/) - This article addresses accommodations and how to adapt assessment to respond to the strengths and needs of students with learning disabilities.
- [Assessments and Assistive Technology](https://www.ldatschool.ca/assessments-assistive-technology/) - When an assessment from a qualified professional recommends the use of assistive technology for a student with a learning disability, the assistive technology must be included in the student’s IEP and educators have a legal obligation to make these tools available to the student.
- [WEBINAR RECORDING: Introduction to Mindfulness for Educators, Classrooms and School Communities](https://www.ldatschool.ca/webinar-mindfulness/) - This webinar explored the emerging field of mindfulness in education, providing participants with a foundational understanding of what mindfulness is and why it has become an increasingly accepted and popular resource for teachers and students, in Ontario and around the world, to increase well-being and self-regulation, and combat issues such as burn-out, anxiety, and stress.
- [VIDEO: Building Reading Skills Through Assistive Technology](https://www.ldatschool.ca/video-building-reading-skills/) - This video discusses the role that assistive technology can play in helping students with LDs remediate their reading skills as well as compensate for areas of weakness. Reading is a difficult task that does not come naturally to humans; it draws on many different cognitive processes at the same time including: decoding words, understanding meaning, creating mental pictures, making inferences and many more.
- [Google Docs, Apps and Add-ons for Students with LDs](https://www.ldatschool.ca/google-docs/) - What are Google Docs, Apps and Add-ons and why should my students with LDs use them? Let’s start with a review of both differentiated instruction (DI) and Universal Design for Learning (UDL) to answer that question.
- [VIDEO: Building self-advocates: a key to student success](https://www.ldatschool.ca/video-building-self-advocates-key-student-success/) - Click here to view the transcript of this video. This video discusses the importance of helping students, especially those with LDs, become strong self-advocates. In order for students to successfully speak on their own behalf and advocate for their learning, they must first understand their own strengths, to develop confidence and a sense of identity.
- [Elementary to Secondary: Transition Planning for Students with LDs](https://www.ldatschool.ca/transitionelementarysecondary/) - The transition from elementary to secondary school is generally considered to be one of the most challenging for adolescents, both with and without LDs. This practice-informed summary focuses on the key considerations and steps to support a successful transition from elementary school to secondary school for students with LDs.
- [How are LDs in mathematics typically diagnosed?](https://www.ldatschool.ca/ate-mathematics-diagnosed/) - Like in reading, a disorder in mathematics is not a heterogeneous condition. Some individuals with mathematical LDs may have good conceptual understanding of mathematics but poor calculation ability (e.g., they may answer 2 x 5 = 25 or not be able to borrow). Other students may be great with math calculations but have poor conceptual understanding. Another student may not understand the vocabulary used in a word problem.
- [Effective Parent-Teacher Partnerships: Considerations for Educators](https://www.ldatschool.ca/effective-parent-teacher-partnerships/) - Educators and parents generally agree that positive, supportive and open relationships between home and school, parent and teacher are desirable. Additionally, research has shown that parent engagement and successful parent-teacher partnerships result in improved educational outcomes for students (Ministry of Education, 2010), and this is especially important for students with learning disabilities (LDs). So what can educators and administrators do to help facilitate a positive partnership?
- [How can technology be used to help students with spelling difficulties to edit their writing?](https://www.ldatschool.ca/technology-spelling-difficulties/) - I often get asked the question, “what is the best spelling tool?”. My answer to this is, “when supporting a learning disability, you need to support beyond the spelling, and support the writing”. So what we really are looking for are great writing tools. Writing is broken into a few stages, Planning, Composing, Editing, and Adding. Let’s consider spelling within the editing stage.
- [What does a student need to know about learning disabilities in order to be a self-advocate?](https://www.ldatschool.ca/a-t-e-self-advocate/) - In order to be a self-advocate, students who have learning disabilities (LDs) need to first understand how their LDs affect their learning. When students are diagnosed with LDs, parents, teachers, special education teachers and child psychologists may not always explain to the student how their LDs affect their learning and students are left in the dark.
- [What should I do to ensure a successful meeting with parents of my students with LDs?](https://www.ldatschool.ca/ask-the-experts-meeting-with-the-parents/) - Collaboration between the educator and parents is an essential ingredient to student success. Parents are a valuable source of information about their child and the way in which learning disabilities (LDs) affect their child outside of school.
- [WEBINAR RECORDING: Strengthening Executive Functioning Skills in the Classroom](https://www.ldatschool.ca/executive-functioning-skills/) - Executive function is an umbrella term covering a number of management functions, including organization, self-regulation, planning, and self-monitoring. The presentation will focus on research-based instructional strategies and accommodations that contribute to the classroom success of students with executive function LDs. During the webinar, the speakers will define executive function, and identify the signs of executive functioning needs and their impact on academic and behavioural success. The presentation will also highlight the brain areas associated with executive function, the developmental progression of executive functioning, and how the environment can influence the development of the regulatory system in the brain, including how executive functioning skills are employed during times of stress.
- [How can I prepare my students with LDs to transition to post-secondary education? Where can students with LDs find support after secondary school?](https://www.ldatschool.ca/ask-the-experts-transition/) - As students move through their secondary school years and the focus sharpens on what their options may be after secondary school, it is important to note that there are numerous paths to consider and that the pathways may not be linear nor mutually exclusive. For secondary students with LDs, the transition pathways may include:
- [What strategies can be used for teaching reading and writing to intermediate age students with LDs?](https://www.ldatschool.ca/ask-the-experts-readingwriting/) - Learning disabilities (LDs) manifest in a number of different ways and with varying degrees of severity. For this reason, the following five tips may not apply to all students with LDs, however, they will have a positive impact on reading and writing acquisition for the majority of students.
- [Strategies to Support Students with Learning Disabilities who Experience Anxiety](https://www.ldatschool.ca/strategies-to-support-students-with-learning-disabilities-who-experience-anxiety/) - In this summary, anxiety refers to fears that are out of proportion to the danger and that adversely affects a student’s ability to function in daily life (Turgeon and Brousseau, 2000). According to the research, many students with LDs show signs of short- and long-term stress that can lead to anxiety and affect them throughout their lives (Painchaud, 2014, p. 4). This summary offers educators an overview of these signs, as well as strategies for supporting students with LDs who experience anxiety at school.
- [Working Memory Difficulties: Strategies for the Classroom](https://www.ldatschool.ca/working-memory-difficulties/) - The purpose of this summary is to provide educators with tools to work effectively with students who have learning disabilities (LDs) and working memory difficulties. Specifically, the summary provides: 1) an overview of the link between working memory and LDs; 2) a list of potential strategies; 3) a table summarizing how working memory difficulties may present in the classroom, with relevant interventions; and 4) a list of resources on the LD@school website, to deepen educators’ understanding of how to support students with working memory difficulties.
- [Dyslexia: When Hidden Talents are Awakened](https://www.ldatschool.ca/dyslexia-when-hidden-talents-are-awakened/) - Dyslexia, a specific learning disability, is more often investigated on the basis of its limitations than its strengths. The purpose of this article, which is primarily based on a survey of the scientific literature on the hidden potential of individuals with dyslexia, is to increase awareness amongst educators of the complexity of this disability and to offer a fair, even promising, representation of dyslexia. In so doing, it invites educators to reflect on their own perceptions of dyslexia.
- [Mind Maps](https://www.ldatschool.ca/mind-maps/) - This summary looks at an interesting technique that helps students, particularly elementary-level students, to draw out and organize their knowledge about a given subject or a main idea. Mind mapping, also known as cognitive mapping or concept mapping, was developed in the 1970s by British psychologist Tony Buzan (Buzan, 2011). Essentially, a mind map is a visual tool, or diagram, used to organize information.
- [How can educators support student mental health and well-being for long-term success?](https://www.ldatschool.ca/ask-the-experts-mh/) - Students with learning disabilities are at increased risk for mental health problems such as anxiety, depression, mood disorders, low self-esteem and disruptive behaviours. According to Children’s Mental Health Ontario, 1 in 5 of children and youth under the age of 19 in Ontario has a mental health problem. This means that almost 20% of students in a typical classroom may be dealing with a mental health problem - making it difficult for them to learn, or regulate their behaviour appropriately. These statistics have significant implications for educators who are in need of information, resources and strategies to support the mental health and well-being of students with LDs.
- [Success Story: Danya](https://www.ldatschool.ca/success-story-danya/) - Who says that students with learning disabilities (LD) cannot pursue a postsecondary education? Meet Danya and her story of perseverance, humility, and collaboration. Danya and her mother, Carol-Ann van Rassel, explained how, with the support of the school team and the family, a student with an LD or other challenges can succeed at school, at work, and in life generally.
- [Interactive Whiteboards:  An Assistive Technology Tool for Students with LDs](https://www.ldatschool.ca/smartboards/) - Assistive technology (AT) can be of tremendous benefit to students with learning disabilities (LDs); AT can compensate for a student's skills deficits, needs and/or area(s) of disability. The key to effective AT is finding the right match between the AT tool, the learning disabilities, and the task. Students with LDs will most often require AT that assists with reading, language, organizational skills and processing information.
- [How do we address working memory deficits in students with learning disabilities?](https://www.ldatschool.ca/ask-the-experts-wm/) - Recent scientific research points to the importance of working memory in the execution of classroom tasks and, consequently, learning. However, evidence that re-education is effective is lacking. Here are five tips that educators can use to address low working memory and enable students to accomplish the required tasks at the appropriate level.
- [What strategies are most effective for students with LDs in math?](https://www.ldatschool.ca/ask-the-experts-mathematics/) - Here are a number of principles for working with students who have major difficulties with math.
- [Success Story: Aaron Bailey](https://www.ldatschool.ca/success-story-aaron-bailey/) - Aaron Bailey is a 25 year-old man who is diagnosed with: Attention Deficit Hyperactivity Disorder (ADHD) combination type, a learning disability in mathematics, generalized anxiety disorder (GAD) and depression; additionally, Aaron struggles with reading and writing. Aaron graduated from the Child and Youth Worker (CWY) program at St. Lawrence College in Kingston, following which he attended Griffith University in Australia and completed a Bachelor’s Degree in Human Services. Currently, Aaron works as the Project Consultant for the ASD Transitions Project at the Regional Assessment and Resource Centre (RARC), at Queen’s University. Aaron shares his experiences…
- [WEBINAR RECORDING: Lead with Pedagogy, follow with Technology](https://www.ldatschool.ca/webinar-lead-with-pedagogy-and-at/) - In this interactive webinar, DJ Cunningham will help educators understand how to utilize assistive technology in the classroom to enhance student engagement and learning. Leading with pedagogy and following with technology is an approach to help students strategically understand how to use assistive educational technology, such as Read&Write for Google ChromeTM and Google Apps for Education.
- [How can assistive technology be used in the classroom to support the acquisition of reading skills by students with LDs?](https://www.ldatschool.ca/ask-the-experts-assistive-technology/) - 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.
- [Success Story: Abigail](https://www.ldatschool.ca/success-story-abigail-2/) - It was a very moving experience. My husband is Anglophone, so he didn’t clearly understand what her reading difficulties were [Abby attends a French school]. When we were doing her homework in grade one and two, it was very frustrating because it would take her an eternity to read. We would practice reading a lot, but it was laborious.
- [Success Story: Alexis](https://www.ldatschool.ca/success-story-alexis/) - When Alexis was first diagnosed with learning disabilities in grade two, she struggled to understand what a learning disability was and why she learned differently from other students: “I remember that I didn’t learn like other students did – I felt dumber. Once it started that I went to the other classroom, it became normal.”
- [Success Story: Félixpier](https://www.ldatschool.ca/success-story-felixpier/) - Félixpier is a Grade 12 student with Attention Deficit Hyperactivity Disorder (ADHD[1]) and other learning disabilities. He was diagnosed as having ADHD in elementary school after undergoing numerous neuro-psychological assessments. But this did not come as a surprise to Félixpier and his family; he wasn’t the only one dealing with this disorder. While Félixpier has had to overcome a number of challenges at school, he has also had a number of successes. From the perspective of the Félixpier, his mother, and the resource teacher, a student who is experiencing learning difficulties and other challenges can succeed with the support of the school team and the family.
- [Success Story: Laurence](https://www.ldatschool.ca/success-story-laurence/) - At the beginning of the year, Laurence had a lot of difficulty staying on task. It was challenging to measure her knowledge and comprehension in subjects such as mathematics because she didn’t stay on task for long. She made a lot of disruptive noises during class. Laurence didn’t always realize that she was making noises. Sometimes she found herself engaging in unsafe activities during gym such as kicking a ball while the game was stopped. Since the assessment, I have noticed that Laurence reflects more before speaking during discussions and experiences fewer challenges following directions during physical education. Laurence’s grades have increased in certain subjects and she demonstrates pride when she completes an assignment. Before, she was always the first to quickly complete her assignments and now she hands in her work at the same time as the other students. During group work, Laurence is less likely to move away from her work group. She remains focussed on the task with her partners.
- [Success Story: Mathieu](https://www.ldatschool.ca/success-story-mathieu/) - He found out in grade 2. I asked a consultant to help me with the process. I was realizing that he was aware that he was different than the other students. I didn’t know how to explain it to him without hurting his feelings or lowering his self-esteem. Following meetings with interveners, he reacted well. He finally understood that it was not his fault. It was because of his learning disability. He is aware he learns in a different manner, but that everything is possible. We created a video and presented it to the 3rd grade class (at the beginning of the school year). It was a success. We have known since he was very young and we started meeting with a speech therapist since he turned 3 years old.
- [Success Story: Matt](https://www.ldatschool.ca/success-story-matt/) - A Message from Matt: I’d like to share that living with a learning disability is very hard at times, but you can’t just give up on life, you need to live up to your full potential. You need to want to help yourself before others can help you. The key to success is to want
- [Success Story: Matthew](https://www.ldatschool.ca/success-story-matthew/) - The process of diagnosing Matthew began while he was in Grade 4; he was so bright but he had such a hard time learning to spell and read. He demonstrated an ability to comprehend but his weak reading and spelling skills meant that despite his hard work, he never received an A. In grade 5, Matthew received his psycho-educational assessment. During the process, I was anxious and nervous about what they would discover. Once Matthew received his diagnosis, it meant that school would always be a tough place for him; no matter how hard he tried, he would be viewed as the kid who struggled. The psychologist who diagnosed Matthew with a learning disability took time to privately speak with Matthew about his findings. I believe the time taken to talk with Matthew has had a very positive effect on him.
- [How do we best identify and support students with LDs who are also English language learners (ELLs)?](https://www.ldatschool.ca/ask-the-experts-ells/) - When a student with learning disabilities also happens to be an English language learner, the issues surrounding identification and intervention can be quite complex. Careful consideration as to programming is key – this student will continue to require support in English language acquisition as well as receiving appropriate special education intervention and support. The following are generally considered to be key components of a differentiated program for students with LDs who are ELLs:
- [WEBINAR RECORDING: Understanding How our Students with LDs Process Information: Contextualizing working memory and cognitive load](https://www.ldatschool.ca/webinar-working-memory/) - Supporting the learning needs of students with learning disabilities requires more than a passing understanding of memory and the architecture of the mind. By exploring Baddeley and Hitch’s (1974) model of working memory, Jeffrey MacCormack and Ian Matheson will explain how information is processed and coded through memory systems and then later retrieved from the long-term memory.
- [The Use of Assistive Technology at the Intermediate Level: Educators’ and Students’ Perceptions](https://www.ldatschool.ca/intermediate-level/) - In this review, the authors examine at the efficacy of assistive technology (AT) for intermediate level (grade 6-8) students with learning disabilities (LDs).[1] Additionally, the authors present a number of research findings and suggestions for implementing AT.
- [How do I support my students with dyslexia when assistive technology isn't always an option that is provided by my school or school board?](https://www.ldatschool.ca/ask-the-experts-dyslexia/) - Answered by Mike Di Donato, OCT and Brian Hayes, OCT Dyslexia is a general term for disabilities that include difficulty in learning to read words, letters, and other symbols; it is a common condition that affects the way the brain processes written and spoken language. In Ontario, we refer to dyslexia as a learning disability in the
- [How can educators help parents to support reading skills acquisition and knowledge retention at home?](https://www.ldatschool.ca/ask-the-experts-reading-skills/) - Answered by Nathalie Paquet-Bélanger Learning to read is a crucial part of school learning; often, a positive experience of learning to read helps a child to stay in school later on. Educators who support parents’ efforts at home increase the likelihood that their students will succeed. Here are six tips for teachers who want to
- [LDAO Chapters: Local Services for Students with LDs](https://www.ldatschool.ca/ldao-chapters/) - By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The Learning Disabilities Association of Ontario (LDAO) is represented in local Ontario communities by 15 LDA chapters. Chapters vary from small volunteer-run groups to chapters with several staff and more than one location. Each chapter has its own board of directors and supports representatives
- [What are the most important things I need to know about my students with LDs?](https://www.ldatschool.ca/ask-the-expert-important-info-lds/) - Answered by Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The short answer is that your students with LDs can learn, if they are taught in ways that fit with their profile of strengths and areas of weakness, or ‘needs’. It is as important to know your students’ strengths as it is to
- [Helping Students with LDs Learn to Diagram Math Problems](https://www.ldatschool.ca/diagrammath-problems/) - By Jeffrey MacCormack and Ian Matheson Two trains depart simultaneously from cities 120 kilometres apart. The first train is travelling at 40 kilometres per hour and the second train is traveling at 60 kilometres per hour. How many minutes until they collide? If you have had to answer a word problem like this one, you
- [Webinar Recording: Adolescent Stress, Coping Strategies and Learning Disabilities](https://www.ldatschool.ca/coping-strategies-and-learning-disabilities/) - This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.
- [Understanding Executive Function and Learning Disabilities](https://www.ldatschool.ca/understanding-ef-and-lds/) - By Ian Matheson and Jeffrey MacCormack With the incredible demands we face as educators, it can be difficult to stay on top of research about our students. It seems like there is a new scientific term every year as we learn more and more about the human brain. Research in the cognitive and neurological sciences
- [Understanding Working Memory and Learning Disabilities](https://www.ldatschool.ca/understanding-working-memory-and-lds/) - By Jeffrey MacCormack and Ian Matheson Click here to access the infographic. Even though we’ve known for some time that working memory and learning disabilities (LDs) are related, we still don’t fully understand their relationship. Working memory is our ability to store information temporarily while our brain is busy with a different task. We use
- [VIDEO: A Mindfulness Practice to Support the Well-Being of Students with LDs – Feed All Four](https://www.ldatschool.ca/4111-2/) - This video provides an overview of the Feed All Four framework, developed by Trillium Lakelands District School Board. The Feed All Four framework is based on improving the social and emotional development and self-regulation of students through mindfulness and positive self-perception. This framework is beneficial to students with learning disabilities because it provides them the necessary tools to deal with conflict and anxiety, helps them focus on the task at hand, and encourages them to advocate for themselves. It also encourages them to look at the positive aspects of themselves as opposed to the negative aspects. These strategies are necessary for some students with LDs, but can be good for all.
- [VIDEO: Mindfulness Teaching Practices: Implementing the Integra Mindfulness Martial Arts Program in the Trillium Lakelands District School Board (Part II)](https://www.ldatschool.ca/mindfulness-teaching-practices-implementing-the-integra-mindfulness-martial-arts-program-in-the-trillium-lakelands-district-school-board-part-ii/) - This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system. The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.
- [VIDEO: Supporting the Mental Health and Well-Being of Students with LDs through Integra Mindfulness Martial Arts (Part I)](https://www.ldatschool.ca/supporting-the-mh-and-wb-of-students-with-lds-through-integra-mma-part-i/) - This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system. The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.
- [VIDEO: Using Collaborative Teacher Inquiry to Support Students with LDs in Math](https://www.ldatschool.ca/video-collaborative-teacher-inquiry/) - This video provides an overview of collaborative teacher inquiry (CI) and how it can be used to facilitate and investigate new ways of supporting students with learning disabilities (LDs) in the area of math. This video features interviews with educators from the Peterborough Victoria Northumberland and Clarington Catholic District School Board (PVNCCDSB), including a Special Education Consultant, a Student Achievement Consultant, and a Grade 7/8 Teacher. Each participant discusses the importance of CI and how CI and manipulatives might be used to support the learning of students with LDs in the area of math. We trust that watching the CI process in action will motivate educators in both general education and special education settings.
- [How Assistive Technology Affects Self-Esteem](https://www.ldatschool.ca/how-assistive-technology-at-affects-self-esteem/) - This TalkLD’s podcast features a one-on-one interview with Chad Downes, Assistive Technology Advisor at Amethyst Demonstration School, one of the provincial schools for students with severe learning disabilities (LDs), in London, Ontario. In this podcast, Chad discusses how students at Amethyst School use various types of assistive technology (AT) to become successful learners, which in turn has a positive impact on their self-esteem.
- [WIST Program: A strategy to improve orthographic memory in students with reading disabilities](https://www.ldatschool.ca/wist-program/) - by Julie Myre-Bisaillon, Annick Tremblay-Bouchard, Véronique Parent, Carole Boudreau and Anne Rodrigue In order for a child to learn how to read, he or she must be able to recognize written words effectively, have a meaningful understanding of syntactic structures, and develop skills related to comprehension (Observatoire national de la lecture, 2000). For children with
- [QRAC-the-Code: A Strategy for Monitoring Reading Comprehension in High School Students](https://www.ldatschool.ca/qrac-the-code/) - By Véronique Parent, Anne Rodrigue, Carole Boudreau, Julie Myre-Bisaillon, Annick Tremblay-Bouchard Several studies on high school students have examined strategies for improving reading comprehension. High school students are often required to learn course material by reading on their own and, in most cases, this material is in the form of expository texts. Students with learning
- [Counting to 99](https://www.ldatschool.ca/counting-to-99/) - By Nicole Lauzon Introduction "About 3 to 8% of school-aged children have a math learning disability." Centre of Excellence for Early Childhood Development, 2011 Arithmetic must be integrated into classroom activities to allow students to acquire useful reflexes, not only at school, but also in their daily lives. It is an important part of mathematics,
- [Strategies to Assist Students with LDs](https://www.ldatschool.ca/strategies-to-assist-students-with-lds/) - By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert A strategy is a plan that not only specifies the sequence of needed actions, but also consists of critical guidelines and rules related to making effective decisions during a problem-solving process. Strategy instruction centers on how to use skills optimally to solve problems (Deshler,
- [Tips for Working with Students with Nonverbal LDs](https://www.ldatschool.ca/tips-for-working-with-students-with-nonverbal-lds/) - By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The term Nonverbal Learning Disabilities (NVLD) is used to describe a cluster of difficulties that primarily affect non-language areas. The article What are Nonverbal Learning Disabilities describes some common features and the progression of difficulties in students with NVLDs. Click here to read the
- [Students with LDs: Tips for Dealing with Classroom Behaviour](https://www.ldatschool.ca/lds-tips-for-dealing-with-classroom-behaviour/) - By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The Ministry of Education document, Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12, outlines a useful approach to dealing with behavioural issues in students with special education needs: “To manage behaviour effectively, educators
- [Strategies to Assist Students with Writing Difficulties](https://www.ldatschool.ca/strategies-for-writing-difficulties/) - By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert Writing involves juggling many things at the same time: grammar, spelling, letter formation, vocabulary, punctuation, capitalization, content, and following the directions of educators. All of these skills must be automatic for writing to be effective. For most of us, this is a big task.
- [Improving Reading Fluency: Which Interventions are the Most Effective?](https://www.ldatschool.ca/reading-fluency/) - By Carole Boudreau, Anne Rodrigue, Julie Myre-Bisaillon, Véronique Parent, and Annick Tremblay-Bouchard Overview Effective reading is primarily a function of two important components: reading automaticity (accuracy) and reading fluency (Tressoldi, Vio, & Iozzino, 2007). In this respect, various meta-analyses (Therrien, 2004, National Reading Panel, 2000) have demonstrated a positive relationship between improved fluency and
- [Writing an Autobiography: A Reflective Strategy to Improve Literacy Skills](https://www.ldatschool.ca/autobiographies/) - By Eve Dufour, M.Ed., Producer, French Educational Content, LDAO, in collaboration with Annie Lessard, OCT, Centre Jules-Léger Introduction For students with learning disabilities (LDs), writing an autobiography can be a very rewarding activity. Writing an autobiography can improve learning in any language and provides an opportunity to address the strengths and needs of each student.
- [Tweeting and Blogging in the Classroom: Leveling the Playing Field for Students with Learning Disabilities](https://www.ldatschool.ca/tweeting-and-blogging-in-the-classroom/) - By Brian Hayes, OCT In a digital world that is full of information, educators need to encourage students to become creators of content as opposed to consumers. In order to shift towards this mindset, it takes a commitment to learn and understand the variety of technologies available to enhance learners’ educational experience. Two great tools
- [VIDEO: “Our Self-Advocacy Pamphlet Journey” created by, Mike Di Donato and his Grade Eight Students (Aiden, Denver, and Janine)](https://www.ldatschool.ca/our-self-advocacy-pamphlet-journey/) - Sagonaska is a Provincial Demonstration School for students with learning disabilities (LDs), located in Belleville, Ontario. After seeing a webinar from the Learning Disabilities Association of Ontario (LDAO) where Julia Osborne showed the self-advocacy cards she created and uses in her school board (York Region District School Board), the students in Mike Di Donato’s grade 8 class decided to create their own self-advocacy pamphlets, to assist in their transition to grade 9.
- [Social and Emotional Development of Students with LDs](https://www.ldatschool.ca/of-students-with-lds/) - In this TalkLD podcast, we discuss social and emotional development. This podcast features a one-on-one interview with Dr. Judith Wiener, Professor in the Department of Applied Psychology and Human Development at Ontario Institute for Studies in Education (OISE) at the University of Toronto. Dr. Wiener shares her knowledge and perspective on the impact that educators and learning environments can have on the social and emotional development of students with learning disabilities (LDs) and their success in the classroom.
- [A Guide to Choosing Educational Apps](https://www.ldatschool.ca/a-guide-to-choosing-educational-apps/) - Educational technology and mobile learning is advancing at a lightening-fast pace and this is reflected in Ontario classrooms; however, research to support these new technologies is not keeping pace or has not yet taken place. How can we, as teachers, hope to keep up with technology while ensuring that we use tools that are proven
- [Learning Disabilities and Diversity: A Culturally Responsive Approach](https://www.ldatschool.ca/culturally-responsive-pedagogy/) - Eve Dufour, M. Ed., Producer, French Educational Content for the Learning Disabilities Association of Ontario, LD@school Social Identity The demographic of students that attend Ontario schools is incredibly diverse and educators have a responsibility to ensure the inclusivity of all students. In 2014, the Ontario Ministry of Education published Equity and Inclusive Education in Ontario
- [Reading and the Brain: Strategies for Decoding, Fluency, and Comprehension](https://www.ldatschool.ca/teaching-the-brain-to-read-strategies-for-enhancing-reading-decoding-fluency-and-comprehension/) - There are a number of valuable resources for teaching children with reading problems and reading LDs. The following evidence-based intervention strategies were developed based on a number of important resources. Several of these intervention strategies recognize the National Reading Panel (2000) findings that effective reading instruction addresses alphabetics, fluency, and comprehenison.
- [The Journey to Becoming a Self-Advocate: Three Students' Perspectives](https://www.ldatschool.ca/supporting-students-on-their-self-advocacy-journey-2/) - This podcast features three students: A.J., Ava, and Mason who discuss their journeys with self-advocacy. This podcast is part two of a previously recorded interview between Lawrence and Jenessa Dworet, a Department Head of Special Education and Student Success at a high school in the Toronto District School Board (TDSB), who shared her perspective on student self-advocacy.
- [Supporting Students on their Self-Advocacy Journey](https://www.ldatschool.ca/supporting-students-on-their-self-advocacy-journey/) - This podcast features a one-on-one interview with Jenessa Dworet, a Department Head of Special Education and Student Success at a high school in the Toronto District School Board (TDSB), who shares her perspective on self-advocacy and how she encourages students she works with to become their own self-advocates.
- [Supporting the Social and Emotional Development of Students with Learning Disabilities](https://www.ldatschool.ca/supporting-the-social-and-emotional-development-of-students-with-learning-disabilities/) - Click here to view the transcription of this webinar. Webinar Description: Many students with learning disabilities also struggle in their social-emotional development. How can educators and professionals support the development and social-emotional skills of children with learning disabilities? This webinar provided an overview of the complex interactions between learning disabilities and the development of social-emotional challenges in
- [Commercial Reading Programs for Students with Learning Disabilities: Examining the Evidence Base](https://www.ldatschool.ca/commercial-reading-programs-for-learning-disability-populations-examining-the-evidence-base/) - By Kelly Ryan Hicks and James B. Hale Commercial Reading Programs: Being an Informed Consumer Commercial reading programs are useful as they may provide the instructional methods and materials all in one package. Most websites and promotional materials “sound good” when first looking at them. This makes it difficult to determine which programs may be
- [Reading Circles](https://www.ldatschool.ca/reading-circle/) - What is a reading circle? A reading circle is a classroom instructional strategy that groups small, heterogeneous groups of students together and connects all aspects of literacy (Anderson & Corbett, 2008). Following the reading of one or more chapters in a book (or other reading materials), students gather in a circle to collaboratively discuss and
- [Introduction to Transition Planning for Students with LDs](https://www.ldatschool.ca/introduction-to-transition-planning-for-students-with-lds/) - Effective transition planning is important. Individualized transition plans that reflect a student’s strengths and needs provide the foundation for successful transitional experiences that support the building of student resiliency.
- [LDs in Mathematics: Evidence-Based Interventions, Strategies, and Resources](https://www.ldatschool.ca/evidence-based-interventions-for-math/) - This evidence-based article provides an overview of fundamental mathematical skills, and strategies for supporting students with LDs in mathematics. It also provides an explanation of the brain areas related to mathematical skill acquisition.
- [Interventions for Students with Writing Disabilities](https://www.ldatschool.ca/developing-interventions-for-students-with-writing-disabilities-addressing-the-most-complex-academic-problem/) - By Jessica A. Carmichael and James B. Hale Debunking the Myths: If You Can Talk, You Can Write An old myth still can be heard in some schools: If you can talk (expressive language), and are taught handwriting and spelling in school, then you can also write well. For some children this may be true,
- [Understanding Developmental Dyscalculia: A Math Learning Disability](https://www.ldatschool.ca/understanding-developmental-dyscalculia-a-math-learning-disability/) - Please click here to download the PDF transcript for this webinar. Webinar Description: Approximately 5% of children have a specific learning disability* affecting their ability to acquire even the most basic numerical and mathematical skills. This difficulty has been referred to as ‘developmental dyscalculia’. So what is developmental dyscalculia, how does it impact learning, and how can
- [Gifted Students with LDs: What Teachers Need to Know](https://www.ldatschool.ca/gifted-students-with-lds-what-teachers-need-to-know/) - Written by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO Overview and Definition Students who are gifted, and who have learning disabilities, may be “exceptionally” difficult to identify: their learning disabilities may “hide” their giftedness and their giftedness may “hide” their learning disabilities. This means that their needs in both areas may not be addressed appropriately.
- [Learning Disabilities and Mental Health](https://www.ldatschool.ca/learning-disabilities-and-mental-health/) - Prepared by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO In general, the literature that discusses both mental health and learning disabilities (LDs) finds that those with LDs are at increased risk for mental health problems. According to Children’s Mental Health Ontario, 1 in 5 of children and youth under the age of 19 in Ontario has
- [Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities](https://www.ldatschool.ca/explicit-instruction-a-teaching-strategy-in-reading-writing-and-mathematics-for-students-with-learning-disabilities/) - Explicit instruction involves using highly structured and sequenced steps to teach a specific skill. With this approach, the educator intentionally aims to teach students with learning disabilities using a series of actions in three main stages.
- [VIDEO: Lessons Learned: Personal Stories of Learning Disabilities, Resilience and Mental Health](https://www.ldatschool.ca/lessons-learned-personal-stories-of-learning-disabilities-resilience-and-mental-health/) - The Integra Program, a program of the Child Development Institute, is a children’s mental health agency in Toronto, providing mental health services to children and youth with learning disabilities (LDs) and mental health issues. The Integra Program, jointly with the TCDSB Psychology Department, produced a 25-minute video, “Lessons Learned: Personal Stories of Learning Disabilities, Resilience and Mental Health”. The Student Support Leadership Initiative (Toronto Region) provided funding for this joint project.
- [Integrating Vocabulary Instruction with Reading Comprehension Strategies](https://www.ldatschool.ca/integrating-vocabulary-instruction/) - To be effective for students with LDs, instructional activities must be focused on explicit instruction, not only instruction relating to the meanings and illustrations of words, but equally relating to the teaching of one or more reading comprehension strategies.
- [Teaching History to High School Students with LDs: Pedagogical Considerations & Strategies](https://www.ldatschool.ca/teaching-history-in-high-school/) - By Carole Boudreau, Anne Rodrigue, Véronique Parent, Julie Myre-Bisaillon, and Annick Tremblay-Bouchard According to Okolo and Ferretti (2013), teaching history to high school students with learning disabilities (LDs) can be challenging. Reflect on the many skills that are required to understand content: a significant capacity for memorizing and recalling information, the use of a specific and
- [Transitioning to Post-Secondary: The Importance of Planning with the End in Mind](https://www.ldatschool.ca/transition-planning/) - For secondary students with learning disabilities (LDs), planning for the transition to post-secondary is an important and multi-faceted process. This webinar explores the various components of, and considerations for, the transition planning process and will cover a variety of topics.
- [Collaboration Between Teachers in Secondary Schools](https://www.ldatschool.ca/collaboration-between-teachers-in-secondary-schools/) - By Kyle Robinson and Dr. Nancy L. Hutchinson Introduction: Why Focus on Secondary School? The school cultures of elementary and secondary school are very different, as any teacher who has taught in both settings can attest to. Numerous studies have alluded to the fractured (alternatively “balkanized” or “siloed”) nature of secondary schools; the division of
- [Teaching Science to High School Students with Learning Disabilities: Rising to the Challenge](https://www.ldatschool.ca/teaching-science-high-school/) - Supporting secondary students with learning disabilities to verbalize what they understand of a text; select the important information; and articulate their thoughts sets an intention for reading that improves comprehension.
- [Supporting the Development of Self-Advocacy](https://www.ldatschool.ca/supporting-the-development-of-self-determination/) - For young people with LDs, self-advocacy is a long-term goal - one that should drive the choices that we make as educators. Working in this way, we can offer young people the means to be proactive, take charge of their lives, persevere in the face of obstacles, and learn from their mistakes.
- [Making assistive technologies more accessible and effective for secondary students](https://www.ldatschool.ca/assistive-technology-in-secondary/) - The advent of assistive technologies opens up new possibilities for both learning and teaching. Assistive technology (AT) enables students with special needs to overcome obstacles and perform complex tasks. The research can help us to understand and identify what a project to introduce AT for high school students entails.
- [Using Straws to Help Students Understand Place Value](https://www.ldatschool.ca/using-straws/) - Children with learning disabilities(LDs) in math may have difficulty grasping what a number is and understanding the connection between a quantity and the corresponding symbol. For these children, place value is a difficult concept to grasp.
- [Checklists and Achievement Charts](https://www.ldatschool.ca/checklists-achievement-charts/) - The use of checklists and achievement charts is effective in supporting student learning. These tools encourage students to play an active role, not only in their assessments, but in the learning process.
- [Self-Assessment](https://www.ldatschool.ca/self-assessment/) - Self-assessment has been shown to improve student achievement significantly, particularly for students with learning disabilities. In this article, discover practical tools to engage students of all levels in meaningful self-assessment.
- [The KWL Strategy](https://www.ldatschool.ca/the-kwl-strategy/) - The KWL strategy gives students—especially students with learning disabilities—an opportunity to set an intention for their work, create visual and conceptual representations, and make connections between their life and their learning.
- [VIDEO: The Tiered Approach](https://www.ldatschool.ca/the-tiered-approach/) - This introductory video presents the Tiered Approach and its application by the Thunder Bay Catholic District School Board (TBCDSB). This video features interviews with teachers, resource teachers, principals, a special education coordinator and a superintendent of education discussing tier 1, 2 and 3 reading interventions used by the TBCDSB. The programs discussed are: Peer Assisted Learning Strategies (PALS), which is used as a tier 1 intervention, Success by 7, which is used as a tier 2 intervention, and the Empower™ Reading Program, which is used as a tier 3 intervention. We hope this concrete example of the application of the tiered approach by an Ontario school will inspire educators across the province.
- [The Child Development Institute and the Integra Program](https://www.ldatschool.ca/integra/) - Overview In 2014, the Child Development Institute (CDI) and the Integra Foundation amalgamated, bringing together two like-minded children’s mental health agencies in Toronto. As a result, the CDI is now the only accredited children’s mental health agency providing evidence-informed, therapeutic programs and services to children, youth and their families who are dealing with mental health
- [Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability](https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/) - Ontario schools serve a student population from a rich array of cultural and linguistic backgrounds. Throughout the province, many students in English language schools are English language learners (ELLs) – students who are learning the language of instruction at the same time as they are learning the curriculum and developing a full range of literacy skills (Ontario Ministry of Education [2008], Supporting English Language Learners: A Practical Guide for Ontario Educators Grades 1 to 8, p.3).
- [Errorless/Keystone Approaches for Proactive Classroom Management](https://www.ldatschool.ca/errorlesskeystone-approaches/) - Errorless classroom management using keystone behaviours is a whole-classroom behaviour management approach that promotes inclusive classrooms. It allows educators to proactively address several problematic behaviours simultaneously, which allows more time to be devoted to instruction.
- [The Evolution of Assistive Technology: Mobile Learning in a Digital World](https://www.ldatschool.ca/the-evolution-of-assistive-technology-mobile-learning-in-a-digital-world/) - Click here to access a transcript of this webinar.
- [Why Should I Read that Psychoeducational Assessment?](https://www.ldatschool.ca/why-should-i-read-that-psychoeducational-assessment/) - For a student with a learning disability (LD), a psychoeducational assessment report can provide invaluable information to help understand the learner and can recommendations of ways to help. However, deciphering a psychoeducational report and translating it into interventions to support the student, can be tricky. This webinar explains how psychoeducational assessments are administered, what information
- [VIDEO: An Introduction to the Psychoeducational Assessment](https://www.ldatschool.ca/an-introduction-to-the-psychoeducational-assessment/) - This video provides an introduction for classroom teachers on demystifying the psychoeducational assessment. It features interviews with psychologists and a psychoeducational consultant. Each participant discusses the many components of the psychoeducational assessment, offers an overview of the process of the psychoeducational assessment, explains what the report entails and discusses the importance of the report to the classroom teacher.
- [Learning Disabilities in Your Classroom](https://www.ldatschool.ca/introduction-to-talkld/) - In this podcast, the panel members discuss classroom issues facing students with learning disabilities and the critical role that teachers play in supporting students with LDs. Additionally, the podcast includes a previously recorded interview between Lawrence and Elisa Blasi, a student at York University and self-advocate, who shares her own classroom experiences, and what she perceived as the stigma, of growing up with a learning disability.
- [A Primer for Teaching Students with ADHD](https://www.ldatschool.ca/primer-adhd/) - ADHD and learning disabilities (LDs) are not the same thing, although there are similarities. ADHD can impact learning and behaviour and according to the National Center for Learning Disabilities (NCLD), approximately one-third of individuals with LDs have ADHD too, which causes confusion for teachers, parents and students. Both ADHD and LDs are neurological disorders affecting how the brain receives and processes information; however, with respect to treatment, ADHD is often treated with medication and therapy, and LDs with educational and behavioural approaches.
- [Tiered Approaches to the Education of Students with Learning Disabilities](https://www.ldatschool.ca/tiered-approaches-to-the-education-of-students-with-learning-disabilities/) - The Ministry has devised a three-tier system. This is often referred to as Response to Intervention (RTI) outside of Ontario, a process whereby sound, evidence-based, differentiated teaching is used to instruct all students, but students who do not respond to this instruction, or who need further help, are moved up through a series of increasingly intensive interventions.
- [Assistive Technology for Students with Learning Disabilities: Information, Tools and Resources for Teachers](https://www.ldatschool.ca/information-tools-resources/) - Essentially, AT compensates for a student's skills deficits, needs and/or area(s) of disability. The key to effective assistive technology is finding the right match between the AT tool, the learning disability (or disabilities) and the task. Finding the right tool may not be an easy task and may require a trial and error approach. Students with learning disabilities will most often require AT that assists with reading, language, organizational skills and processing information.
- [The Rising Stars Reading Program: Using Mentors to Support Struggling Readers](https://www.ldatschool.ca/reading-decoding-comprehension/) - Rising Stars is a reading program that utilizes reading mentors from the community. The strategy has been tested and adopted by the Ottawa Carleton District School Board's First Avenue Public School, in Ottawa, Ontario, and is based on a teacher researcher project piloted at the Peel District School Board's Hawthorn Public School, in Mississauga, Ontario. This approach, based on more than 20 years of experiential research in reading, is supported by the Ontario Ministry of Education.
- [Growth Mindset, Cognitive Conditions, and Self-Regulated Learning](https://www.ldatschool.ca/cognitive-conditions-and-self-regulated-learning/) - This topic provides educators with a collection of strategies and interventions that can complement direct instruction about strategies that students with LDs can use while they are setting goals, planning, and evaluating their progress while engaging in self-regulated learning.
- [Math Heuristics](https://www.ldatschool.ca/math-heuristics/) - The use of heuristics, or self-strategies, in mathematics can have a profound impact on a student’s ability to quickly and accurately solve a math fact or word problem. Students with learning disabilities (whether math specific or not) will especially benefit from the structure and sequence a heuristic provides.
- [Combining Writing and Self-Regulation Strategies: The SRSD Approach](https://www.ldatschool.ca/srsd/) - Students who present with learning disabilities often experience difficulty with writing. These difficulties result from limitations in terms of writing strategies, skills, and knowledge, and in motivation (Graham, Harris, & McKeown, 2013). The Self-Regulated Strategy Development (SRSD) approach is based on what has been learned about students with learning disabilities and other students in difficulty (Harris, 1982). The goal is to teach the strategies, skills, and knowledge that students need in order to write, while supporting them to be motivated, with the overall goal of improving their written production. Taking the specific needs of each student into account is central to this approach. It can be used with an entire class, small groups, and individual students, from Grade 2 to secondary school.
- [Helping Students with Learning Disabilities to Improve their Spelling through a Reading-Writing Workshop](https://www.ldatschool.ca/reading-writing-workshop/) - The goal of the approach presented in this article is to improve the spelling skills of students with learning disabilities by improving their ability to focus on the position and sequence of letters in written words.
- [Working Memory and Cognitive Load](https://www.ldatschool.ca/working-memory-and-cognitive-load/) - Cognitive load is a topic that is linked with working memory; it refers to the limited capacity of our working memory system and how different types of tasks vary in the amount of attention required to be successfully carried out.
- [EduGAINS](https://www.ldatschool.ca/edugains/) - Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO EduGAINS is an Ontario Ministry of Education website which provides Ministry developed resources to support policies and programs related to improved learning and teaching, for grades K – 12; the target audience for these resources is Ontario educators. In addition to the Ministry developed resources, the
- [Metacognitive Strategies or “Thinking About My Thinking”](https://www.ldatschool.ca/metacognitive-strategies-or-thinking-about-my-thinking/) - Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p.
- [Visual Representation in Mathematics](https://www.ldatschool.ca/visual-representation/) - Although there are a number of problem solving strategies that students use in mathematics, good problem solvers usually construct a representation of the problem to help them comprehend it. The use of visual representation during instruction and learning tends to be an effective practice across a number of subjects, including mathematics.
- [The COPS Editing Strategy](https://www.ldatschool.ca/the-cops-editing-strategy/) - by Nicole Lauzon, OCT, Educational Consultant, LDAO Description of the Strategy According to Spotlight on Language-Based Teaching (a free monthly e-resource offered by the Landmark School Outreach Program), an important component of the writing process, one that often challenges students with language-based learning disabilities, is proofreading. Proofreading is an element of editing, focused on the concrete skills of spelling, capitalization,
- [Narrative Story Writing: The Ask, Reflect, Text Strategy](https://www.ldatschool.ca/narrative-story-writing/) - Ask, Reflect, Text (ART) is a six-step evidence-informed mnemonic story development strategy created to motivate students to write, to stimulate more elaborate story content, to enhance students' knowledge about the writing process and promote their capabilities as writers, including students with learning disabilities (LDs), who are struggling writers.
- [Effective Spelling Programs for Students with LDs](https://www.ldatschool.ca/spelling/) - For all learners, effective spelling requires that the individual can hear the sounds (phonemic awareness) and then transfer those sounds to written text (alphabetic knowledge; Ehri, 2000). Even though spelling can be a challenge for students of all abilities, spelling is particularly difficult for students with learning disabilities (LDs). Spelling may be the most common challenge faced by students with LDs (Bos & Vaughn, 2006). In fact, students with LDs are often much less capable spellers than younger typically developing students (Friend & Olson, 2008).
- [Expressive Writing](https://www.ldatschool.ca/expressive-writing/) - Expressive writing is required for academic success, job applications, and for many careers. However, expressive writing presents challenges because it is not a single skill. Expressive writing is a cluster of skills that includes mental tasks such as idea creation and planning as well as mechanical tasks such as ordering words into sentences and paragraphs. These mental tasks and mechanical tasks are connected. Difficulty experienced with one task can harm the entire process.
- [Concrete – Representational – Abstract: An Instructional Strategy for Math](https://www.ldatschool.ca/concrete-representational-abstract/) - CRA is a sequential three level strategy promoting overall conceptual understanding, procedural accuracy and fluency by employing multisensory instructional techniques when introducing the new concepts. Numerous studies have shown the CRA instructional strategy to be effective for students both with learning disabilities and those who are low achieving across grade levels and within topic areas in mathematics.
- [Social Skills Training (SST) for Students with Learning Disabilities](https://www.ldatschool.ca/social-skills-training/) - Social skills training is frequently used to help students with LDs develop improved social relationships. In this review we describe three SST interventions that have been demonstrated through research to be effective with children and adolescents with LDs and related difficulties. All of these programs can be implemented in school contexts, and have manuals and materials that can be purchased by educators. We then describe the components of SST programs that research has shown to enhance the social skills and peer relationships of students with LDs.
- [Demystifying the Psycho-Educational Assessment Report](https://www.ldatschool.ca/demystifying-the-psycho-educational-assessment-report/) - By Suzanne Pellarin, M.A., Psycho-Educational Consultant, London Catholic District School Board Click here to access this presentation. What is a Psycho-Educational Assessment? A type of psychological report that focuses on assessment and interpretation of educationally related psychological tests and educational tests, including tests of intelligence and cognitive abilities, memory, achievement tests, and measures of behaviour.
- [Supporting Students with Learning Disabilities Through a Universal Design for Learning Approach to Technology](https://www.ldatschool.ca/supporting-students-with-learning-disabilities-through-a-universal-design-for-learning-approach-to-technology/) - Developed by the Special Education and Support Services Department, this chart illustrates the Dufferin-Peel Catholic District School Board’s Universal Design for Learning (UDL) approach to technology where these supports are necessary for some, but good for all. Click here to access the PDF: Supporting Students with Learning Disabilities Through a Universal Design for Learning Approach to
- [Direct Instruction of Reading for Elementary-aged Students](https://www.ldatschool.ca/direct-instruction/) - This summary presents a short description of the three main evidence-based types of direct instruction synthesized by Rosenshine (2008), some of the reading programs most associated with them and examples of research showing how direct instruction has helped struggling readers improve their reading skills. The research discussed in this summary is focused on elementary reading instruction, with examples presenting ways direct instruction has shown to be effective and inclusive in classrooms by developing the foundational reading skills of all readers. To conclude, some of the main challenges to implementation will be presented as well as a section on where further information can be found.
- [Explicit Instruction of Self-Advocacy Skills](https://www.ldatschool.ca/self-determination-and-self-advocacy/) - Self-advocacy skills include (Durlak et al., 1994; Merchant & Gajar, 1997; Walker & Test, 2011): knowledge of academic strengths and weaknesses, an awareness of required accommodations and services that are available, knowledge of individual rights, and the ability to request information, assistance, and accommodations when required. Self-advocacy skills should be taught explicitly and practiced in school settings, such as at IEP meetings or when requesting accommodations.
- [Strategies to Develop Handwriting and Improve Literacy Skills](https://www.ldatschool.ca/literacy-skills-handwriting/) - Based on a review of the current literature, it can be strongly argued that handwriting is an important, even vital, skill for individuals of all ages and in various settings. Research findings have indicated that handwriting is causally related to both learning to read and learning to write.
- [Effective Vocabulary Strategies for Students with Learning Disabilities](https://www.ldatschool.ca/effective-instructional-vocabulary/) - The earlier vocabulary strategies for students with learning disabilities (LDs) can be applied, the better. Foundational learning takes place in kindergarten through grade two. Research suggests that the adoption of one strategy alone is not a best practice, and that multiple modalities of strategic instructional approaches work best in unison.
- [Assistive Technology for Students with Learning Disabilities](https://www.ldatschool.ca/assistive-technology/) - Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty.
- [Strategies for Teaching Reading to English Language Learners with Learning Disabilities](https://www.ldatschool.ca/strategies-for-teaching-reading/) - A comprehensive search was conducted to find research in peer-reviewed journals that (a) involved ELLs with LDs and (b) used an experimental design with a control group or a single-subject design. Articles were read and studies meeting the above criteria were retained. Some studies were related to identifying students with LDs within a population of ELLs. Others focused on two different strategies used to improve the teaching of ELLs diagnosed with LDs. It may therefore be concluded that RTI/tiered approach and reciprocal teaching are evidence-based strategies.
- [York Waterfall Chart: Understanding Learning Disabilities – How Processing Affects Learning](https://www.ldatschool.ca/york-waterfall-chart/) - Understanding Learning Disabilities: How Processing Affects Learning, developed by the York Region District School Board, is a comprehensive resource designed for educators working with students with learning disabilities, from kindergarten to grade 12. Referred to as the “waterfall chart”, this resource provides the starting points to think, plan and support programming in response to a student’s assessed areas of strength and/or need.
- [Writing Interventions for Adolescents with Learning Disabilities](https://www.ldatschool.ca/writing-interventions-for-adolescents-with-learning-disabilities/) - This summary reviews writing interventions for adolescents with learning disabilities that may be adopted in the classroom.
- [Writing Interventions for Children in Grades One to Six with Learning Disabilities](https://www.ldatschool.ca/writing-interventions-for-children-in-grades-one-to-six-with-learning-disabilities/) - The effectiveness of SRSD interventions is related to its systematic and structured approach in helping students break down the writing task into manageable and attainable components leading to enhanced motivation to write. Teachers scaffold students by working collaboratively, helping the student to move toward independence in applying the strategy to write.
- [Teacher Collaboration and Achievement of Students with LDs: A Review of the Research](https://www.ldatschool.ca/the-impact-of-teacher-collaboration-on-academic-achievement-and-social-development-for-student-with-learning-disabilities-a-review-of-the-research/) - The purpose of this review is to provide an overview of the empirical data that explores the relationship between educator collaboration and student academic outcomes with an emphasis on outcomes for students with learning disabilities.
- [Peer-Mediated Learning Approaches](https://www.ldatschool.ca/using-peer-mediated-approaches-in-the-classroom-to-benefit-students-with-learning-disabilities/) - One such approach that has been shown to fit naturally into the ebb and flow of the general education classroom, and for which there is substantial empirical evidence of effectiveness for students with learning disabilities, is that of peer-mediated, or peer-assisted learning methods.
- [Differentiated Instruction](https://www.ldatschool.ca/differentiated-instruction/) - Differentiated instruction is a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools.
- [Universal Design for Learning (UDL)](https://www.ldatschool.ca/universal-design-for-learning-udl/) - Universal Design for Learning (UDL) is a research-based framework for designing curricula - that is, educational goals, methods, materials, and assessments - that enable all individuals to gain knowledge, skills, and enthusiasm for learning.
- [Mindfulness for Social and Emotional Competence: A Review of the Research](https://www.ldatschool.ca/section-title-promoting-social-and-emotional-competence-through-mindfulness/) - By Jillian Haydicky, Ph.D., & Judith Wiener, Ph.D. Introduction Social and emotional learning is a framework for developing student competencies in the areas of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2013) to foster resilience and success at school and in the community. Results of the national School-Based Mental Health Survey (Mental
- [Mnemonics](https://www.ldatschool.ca/mnemonics/) - Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues.
- [Empower™ Reading: Taking a Scientific Approach to Reading](https://www.ldatschool.ca/empower-reading-taking-a-scientific-approach-to-reading/) - Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO The Learning Disabilities Research Program (LDRP) at The Hospital for Sick Children (SickKids) has worked to better understand the core learning problems of children and adolescents with severe reading disabilities. For over 30 years, the work of LDRP has focused on developing programs and evaluating the
- [Writing Interventions for Students with Learning Disabilities](https://www.ldatschool.ca/writing-interventions-for-students-with-learning-disabilities/) - This article reviews writing interventions for students with learning disabilities.
- [Verbalization in Math Problem-Solving](https://www.ldatschool.ca/verbalization-in-math-problem-solving/) - by Mary Land, Graduate Student, Faculty of Education, University of Ottawa and Cheryll Duquette, PhD, University of Ottawa Description of the Strategy: Students with learning disabilities (LDs) may demonstrate specific deficits in mathematical problem solving. They include difficulties reading the problems, identifying operations needed to solve, inability to set up the problem’s manipulatives, retrieving arithmetic
- [IEP Development and implementation: Considering the Student, the Environment and the Academic Domain](https://www.ldatschool.ca/iep-development-and-implementation/) - Click here to view a transcript of this webinar recording. In this webinar, Dr.Rhonda Martinussen and Dr.Todd Cunningham discuss the development and implementation of a student’s Individualized Education Plan (IEP) from various perspectives, including the need to consider the academic and social strengths of the student with a learning disability, the nature of the environment
- [The Balanced Literacy Diet - Putting Research into Practice in the Classroom](https://www.ldatschool.ca/the-balanced-literacy-diet-putting-research-into-practice-in-the-classroom/) - Summarized by Cindy Perras, M.Ed., OCT, Educational Consultant, LDAO The Balanced Literacy Diet is a framework for understanding and teaching literacy; the framework is designed to provide a comprehensive, multifaceted Internet resource (Click here to access the free website) to support the development of research-informed reading and writing instruction in schools. The framework itself presents literacy
- [A Teacher’s Journey with Student Self-Advocacy](https://www.ldatschool.ca/a-teachers-journey-with-student-self-advocacy/) - by Julia Osborne, Special Education Resource Teacher, York Region DSB “When you are on the very long journey that is life, always keep in mind your aspirations because they are your destination.” Where the Journey Began My journey with student self-advocacy began on rocky terrain; it was a new concept for me, and one of the
- [Fostering Self-Advocacy - Tip Sheet](https://www.ldatschool.ca/fostering-self-advocacy-tip-sheet/) - Submitted by: Lynn Ziraldo, Executive Director, LDA York; Dr. Sue Ball, Co-ordinator of Psychological Services, York Region DSB; and Liz Ablett, Consultant, York Region DSB Teach students the four phases of advocacy: stop, think, act, and check it out. Teach the use of clear, direct requests or directives rather than hinting, being indirect, or presuming.
- [Mobile Assistive Technology for Learning in a Digital World](https://www.ldatschool.ca/mobile-assistive-technology-digital-world/) - by Michael Kerr, Educator, Kawartha Pine Ridge District School Board Introduction The power of our technology is increasing exponentially as it shrinks in size. The interesting part about this shift is that a fundamental change takes place when powerful technology becomes mobile. It becomes personal. Personalized technology changes how we work because it becomes a
- [Graphic Organizers](https://www.ldatschool.ca/graphic-organizers/) - by Nicole Lauzon, OCT, Educational Consultant, LDAO Description A graphic organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram, is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas. Graphic organizers guide learners’ thinking as they fill in and build upon
- [Assistive Technology Available on Standard Mobile Devices](https://www.ldatschool.ca/assistive-technology-mobile-devices/) - by Michael Kerr, Instructional Leadership Consultant, Special Education, Kawartha Pine Ridge District School Board Mobile devices by nature of their design are for personal use. We store personal information on them, we carry them with us, we use them dozens of times a day. Some of these devices even recognize our faces, fingerprints and
- [Social and emotional learning programs that work](https://www.ldatschool.ca/social-and-emotional-learning-programs-that-work/) - Better is created by the Institute for Effective Education at the University of York and by the Center for Research and Reform in Education at Johns Hopkins University. The Institute for Effective Education (IEE) at the University of York is working to establish what works in learning and teaching — and why. Better is a companion to the Best-Evidence Encyclopedia (BEE-UK), a free web
- [Bookshare Canada](https://www.ldatschool.ca/bookshare-canada/) - Bookshare is the world's largest accessible digital library for people with print and learning disabilities and provides access to more than 125,000 books for readers in Canada, including bestsellers, children’s books, reference books, classics, fiction and nonfiction, direct from publishers. Visit the Bookshare Canada website
- [Center for Applied Special Technology (CAST)](https://www.ldatschool.ca/center-for-applied-special-technology-cast/) - CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning (UDL). This website provides information on UDL, current research into best practice and free learning tools for parents and educators. Visit the CAST website
- [Reading Rockets – Assistive Technology for Kids with Learning Disabilities: An Overview](https://www.ldatschool.ca/reading-rockets-assistive-technology-for-kids-with-learning-disabilities-an-overview/) - The Reading Rockets library "provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing." View the Guide
- [VIDEO: An Introduction to Learning Disabilities in the Classroom](https://www.ldatschool.ca/an-introduction-to-learning-disabilities-in-the-classroom/) - This introductory video features interviews with a superintendent, a school board psychologist, a school principal, special education resource teachers, the parent of a student with learning disabilities, and students with learning disabilities. Each participant presents a unique perspective relating to how educators can help their students with learning disabilities succeed in the classroom.
- [Ontario Teachers’ Federation (OTF): Teachers’ Gateway to Special Education](https://www.ldatschool.ca/ontario-teachers-federation-teachers-gateway-to-special-education/) - “All students with special needs are unique. Their needs may be recognized by teacher and parent observations and/or assessment by a certified professional. Some students may have their needs formally identified as an exceptionality through and Identification Placement and Review Committee (IPRC). Regardless of the manner by which needs are determined, teachers and school teams
- [John Hopkins University: Best Evidence Encyclopedia](https://www.ldatschool.ca/john-hopkins-university-best-evidence-encyclopedia/) - “What works in education? The Best Evidence Encyclopedia (BEE) presents reliable, unbiased reviews of research-proven educational programs to help: POLICY MAKERS use evidence to make informed choices. PRINCIPALS choose proven programs to meet state standards. TEACHERS use the most powerful tools available. RESEARCHERS find rigorous evaluations of educational programs. ...because all children deserve the best in education.” Visit the
- [Learning Disabilities Association of America: For Teachers](https://www.ldatschool.ca/learning-disabilities-association-of-america-for-teachers/) - “With four to six percent of all students classified as having specific learning disabilities (SLD) in our nation’s public schools, every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that
- [The International Dyslexia Association: Knowledge and Practice Standards for Teachers of Reading](https://www.ldatschool.ca/the-international-dyslexia-association-knowledge-and-practice-standards-for-teachers-of-reading/) - “The International Dyslexia Association (IDA) created the Knowledge and Practice Standards for Teachers of Reading in 2010. This document serves as our guide in recognizing programs that prepare teachers of reading and/or programs that specialize in preparing teachers to work with students who have reading difficulties and disabilities. One of IDA’s long term goals is to inform
- [Florida Center for Reading Research](https://www.ldatschool.ca/florida-center-for-reading-research/) - “The Center’s Four Part Mission: To conduct basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading and benefit students in Florida and throughout the nation. To disseminate information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade.
- [TeachingLD: Information & Resources for Teaching Students with Learning Disabilities](https://www.ldatschool.ca/teachingld-information-resources-for-teaching-students-with-learning-disabilities-the-division-for-learning-disabilities-of-the-council-for-exceptional-children/) - “The Division for Learning Disabilities (DLD) is a international professional organization consisting of teachers, psychologists, clinicians, administrators, higher education professionals, parents, and others. The major purposes of DLD are: To promote the education and general welfare of persons with learning disabilities. To provide a forum for discussion of issues facing the field of learning disabilities. To
- [Teachers Make the Difference: Teaching Students with Learning Disabilities at Middle and Secondary Levels, Saskatchewan Ministry of Education, 2009](https://www.ldatschool.ca/teachers-make-the-difference-teaching-students-with-learning-disabilities-at-middle-and-secondary-levels-saskatchewan-ministry-of-education-2009/) - “This document is a tool for teachers and professionals striving to address the unique learning needs of students who are struggling academically. These students may have characteristics of learning disabilities, or they may be identified as students with learning disabilities. The document: identifies characteristics of students with learning disabilities; describes cognitive and achievement profiles of
- [Education for All - The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6](https://www.ldatschool.ca/education-for-all-report/) - The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 was built on a powerful foundation – Ontario’s ambitious province-wide process of consultation and professional learning on literacy and numeracy. The Expert Panel is deeply indebted to the groundwork of its predecessor panels. Early
- [Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12](https://www.ldatschool.ca/teaching-guides/) - Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 is a resource guide that builds on the guiding principles outlined in Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 (2005). This resource

## Pages

- [Home](https://www.ldatschool.ca/) - LD@school, a signature initiative of the Learning Disabilities Association of Ontario, offers educators a wealth of resources and professional development materials.
- [Educators' Institute](https://www.ldatschool.ca/educators-institute/) - Home › Educators’ Institute Educators’ Institute Educators' Institute 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials The Educators’ Institute 2026The Educators’ Institute 2026, themed Unique Minds. Remarkable Potential., brings together educators, leaders, and partners to share strategies
- [Registration](https://www.ldatschool.ca/educators-institute/registration/) - Home › Educators’ Institute › Registration Registration Educators' Institute 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials 2026 Registration and Access InformationHow to Access the Educators’ InstituteParticipation in the Educators’ Institute is available through two pathways:Pathway 1:
- [2026 Program](https://www.ldatschool.ca/educators-institute/2025-program/) - Home › Educators’ Institute › 2026 Program 2026 Program Educators' Institute 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials The Educators’ Institute 2026 Program The Educators’ Institute 2026, themed Unique Minds. Remarkable Potential., offers two half-day virtual
- [Share Feedback](https://www.ldatschool.ca/share-feedback/) - Share Feedback on LD@school Resources Help improve LD@school resources by sharing quick feedback on the materials you use. Ontario educators working in publicly funded school boards are invited to complete a short survey about the LD@school resources they access and use. Each completed survey enters you into a draw to win a $450 gift card.
- [Our LDAO Team](https://www.ldatschool.ca/about-us/the-ldschool-team/) - Home › About › Our LDAO Team Our LDAO Team About Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Our LDAO TeamThe LD@school and TA@l’école initiatives are supported by a talented and diverse team of professionals at the Learning Disabilities Association of Ontario
- [Call for Presenters](https://www.ldatschool.ca/educators-institute/call-for-presenters/) - Home › Educators’ Institute › Call for Presenters Call for Presenters – Closed Educators' Institute 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials 2026 Registration 2026 Program 2026 Call for Presenters – Closed 2025 Delegate Materials Call for PresentersThe Call for Presenters for the 2026 Educators’ Institute is now Closed.Call for
- [What are Non-verbal Learning Disabilities?](https://www.ldatschool.ca/learn-about-lds/nonverbal-lds/) - Home › Learn About LDs › What are Non-verbal Learning Disabilities? What are Non-verbal Learning Disabilities? About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities?
- [Glossary of Terms](https://www.ldatschool.ca/learn-about-lds/glossary-terms/) - Home › Learn About LDs › Glossary of Terms PPM 8 About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill
- [Literacy and Learning Disabilities](https://www.ldatschool.ca/learn-about-lds/literacy-lds/) - Home › Learn About LDs › Literacy and Learning Disabilities Literacy and Learning Disabilities About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications
- [Accommodations, Modifications & Alternative Skill Areas](https://www.ldatschool.ca/learn-about-lds/accommodations-mods-alt-skill-areas/) - Home › Learn About LDs › Accommodations, Modifications & Alternative Skill Areas What are Non-verbal Learning Disabilities? About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning
- [PPM 8](https://www.ldatschool.ca/learn-about-lds/ppm-8/) - Home › Learn About LDs › PPM 8 PPM 8 About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas
- [Resources](https://www.ldatschool.ca/resources/) - Home › Resources Resources Welcome to the LD@school Resources hub. Here you’ll find a wide range of articles, documents, learning modules, and videos, along with access to our annual Educators’ Institute. Resources are developed to be evidence-based, evidence-informed, or practice-informed, offering research, strategies, and insights you can use directly in your work with students. Use
- [Articles](https://www.ldatschool.ca/articles/) - Home › Articles Articles The LD@school Articles library features practical, classroom-ready strategies, educator reflections, and insights to support students with learning disabilities (LDs) and ADHD. Articles reflect a range of evidence-based, evidence-informed, and practice-informed approaches. Use the search bar to look for specific topics or key words, and the filters on the left to refine
- [Video Library](https://www.ldatschool.ca/video-library/) - Home › Video Library Video Library The Video Library includes recorded webinars, classroom demonstrations, and educator interviews on a wide range of topics related to learning disabilities and ADHD. Use the search bar to find recordings by keyword, the tabs to switch between shorter videos and full-length webinars to narrow your results to the recordings
- [Contact Us](https://www.ldatschool.ca/contact-us/) - Home › Contact Us Contact Us Address:365 Evans Avenue, Suite 202Toronto, ON M8Z 1K2 416-929-4311 416-929-3905 Facebook Twitter Youtube We’re here to help! If you have questions, feedback, or require assistance with any of LDAO’s resources, including LD@school, TA@l’école, or LD@home, please don’t hesitate to get in touch. Whether you’re an educator, parent, or community member,
- [Collaborate with Us](https://www.ldatschool.ca/about-us/collaborate-with-us/) - Home › About › Collaborate with Us Collaborate with Us About Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Do you have a strategy, practice, or approach that has been particularly effective in supporting students with learning disabilities (LDs) and
- [Social-Emotional Development](https://www.ldatschool.ca/learn-about-lds/social-emotional-development-lds/) - Home › Learn About LDs › Social-Emotional Development Social-Emotional Development & LDs About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative
- [Executive Functions](https://www.ldatschool.ca/learn-about-lds/executive-functions/) - Home › Learn About LDs › Executive Functions Executive Functions and LDs About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative
- [Mental Health](https://www.ldatschool.ca/learn-about-lds/mental-health-ld/) - Home › Learn About LDs › Mental Health Mathematics and LDs About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill
- [Mathematics and LDs](https://www.ldatschool.ca/learn-about-lds/mathematics-lds/) - Home › Learn About LDs › Mathematics and LDs Mathematics and LDs About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative
- [Learn About LDs](https://www.ldatschool.ca/learn-about-lds/) - Home › Learn About LDs Learn About LDs About LDs Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8
- [About](https://www.ldatschool.ca/about-us/) - Home › About About Us About Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us What is LD@school?LD@school is a signature initiative of the Learning Disabilities Association of Ontario (LDAO), supporting educators, school leaders, and system leaders across Ontario with a comprehensive
- [Terms Of Use](https://www.ldatschool.ca/about-us/terms-of-use/) - Home › About › Terms Of Use Terms Of Use About Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Use of the LD@school WebsiteThe Learning Disabilities Association of Ontario (LDAO), a registered charity, administers multiple websites, including LD@school, TA@l’école, LD@home, and LDAO.ca. Unless
- [FAQs](https://www.ldatschool.ca/about-us/frequently-asked-questions/) - Home › About › FAQs FAQs About Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Frequently Asked Questions How can I be notified when new resources are posted on the website? Sign up for our bi-weekly newsletter, where
- [Learning Modules](https://www.ldatschool.ca/learning-modules/) - Home › Learning Modules Learning Modules Our Learning Modules provide educators, school leaders, and other professionals with research-informed insights, practical strategies, and tools to support students with learning disabilities (LDs) and co-occurring conditions. Covering a wide range of topics—from teaching techniques and literacy development to school-family collaboration and student advocacy—these modules are designed to deepen
- [Document Library](https://www.ldatschool.ca/document-library/) - Home › Document Library Document Library [doc_library]

## Templates

- [Footer](https://www.ldatschool.ca/?elementskit_template=footer) - 365 Evans Avenue, Suite 202Toronto, ON M8Z 1K2416 929 4311Contact Us Facebook Twitter Youtube Browse Home About Us Educators Institute Contact Us Resources Learning Disabilities Articles Document Library Learning Modules Newsletter Email address: First Name Last Name Leave this field empty if you're human: Funding for the production of this publication was provided by
- [Header](https://www.ldatschool.ca/?elementskit_template=header) - TA@l’école LD@home LD@work Powered by: Home About Us Our LDAO Team Collaborate with Us FAQs Terms Of Use Contact Us Learning Disabilities Literacy Mathematics Mental Health Executive Functions Social-Emotional Development What are Non-verbal Learning Disabilities? Accommodations, Modifications & Alternative Skill Areas PPM 8 Glossary of Terms Resources Articles Document Library Learning Modules Video Library Educators’

## Quizzes & Surveys

- [Reading Success for All: Practical Tiered Strategies](https://www.ldatschool.ca/qsm_quiz/reading-success-for-all-practical-tiered-strategies/)
- [UDL & DI: Post-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/udl-di-post-learning-self-assessment/)
- [Technology for All: Post-learning Self-assessment](https://www.ldatschool.ca/qsm_quiz/technology-for-all-post-learning-self-assessment/)
- [Secondary School Part 2: Teaching Techniques and Student Skills - Pre-learning](https://www.ldatschool.ca/qsm_quiz/secondary-school-part-2-teaching-techniques-and-student-skills-pre-learning/)
- [Reading 1-3 Pre-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/reading-1-3-pre-learning-self-assessment/)
- [Promoting the School-Family Relationship: Through the IEP and Beyond—Pre-learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/promoting-the-school-family-relationship-through-the-iep-and-beyond-pre-learning-self-assessment/)
- [Navigating Secondary School: Pre-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/navigating-secondary-school-pre-learning-self-assessment/)
- [LDMH Pre-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/ldmh-pre-learning-self-assessment/)
- [Intro to LDs - Pre-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/intro-to-lds-pre-learning-self-assessment/)
- [Fostering Advocacy for Students with LDs: Pre-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/fostering-advocacy-for-students-with-lds-pre-learning-self-assessment/)
- [CRA Strategies - Post-Learning Self-Assessment](https://www.ldatschool.ca/qsm_quiz/cra-strategies-post-learning-self-assessment/)
- [Topic 5: Individual Activity or Group Discussion](https://www.ldatschool.ca/qsm_quiz/topic-5-individual-activity-or-group-discussion/)

## Learning Modules

- [Organization](https://www.ldatschool.ca/learning-modules/secondary-school-2/skills/organization/) - With so many strategies available to help with organization, it is important that secondary students find what works for them as they start working more and more independently. As with the timer previously mentioned, it can be helpful if you as a teacher model an organization method that works well for you. Low Tech Options
- [Reading Success for All: Practical Tiered Strategies](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/) - This module aims to provide an introduction to the tiered model of support in reading, enabling a deeper understanding of effective teaching strategies for struggling readers and students with learning disabilities and ADHD.
- [Post-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/post-learning-self-assessment/) - Test your knowledge with this quiz now that you have completed the module. Conclusion Thank you for completing Unit 3 of the learning module. Remember, effective reading instruction is responsive, data-informed, and flexible. Whether you are supporting students through Tier 1, 2, or 3 interventions, ongoing assessment and intentional planning are key to helping all
- [Topic 5: Planning Across the Tiers](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/topic-5-planning-across-the-tiers/) - This activity can be completed individually or as part of a group discussion, depending on your setting and learning context. Use the organizer below to reflect on how reading instruction might look across all three tiers of support. Prompt 1: Choose one of the Five Pillars of Reading Instruction. Using the organizer, plan how you
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/pre-learning-self-assessment/) - Click on the link below to complete a short quiz. Use this quiz to determine if this unit is the right one for you or to highlight the areas where you may need more information to increase your knowledge.
- [Topic 5: Individual Activity or Group Discussion](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/topic-5-individual-activity-or-group-discussion/) - Gather together in small groups (or reflect individually), and choose one or more of the prompts below to guide your discussion or reflection. These reflection spaces are optional. Your notes are private unless you choose Submit. If you submit, your response will be sent anonymously to LDAO and may be aggregated over time to help
- [Topic 1: Components of Comprehensive Literacy Programming](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-1-components-of-comprehensive-literacy-programming/) - As outlined by the Ontario Ministry of Education, the Grades 1 to 8 Language curriculum is based on principles that acknowledge an effective program must be informed by evidence-based research and responsive to the diverse identities and learning needs of all students. It also emphasizes a tiered approach to respond to the strengths and needs
- [Unit 1: Foundational Learning Part 1](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/) - This first unit explores the components of comprehensive literacy instruction, reviews the tiered model of support, and examines how learning disabilities can impact reading—along with practical strategies to support student learning. Learning goals: Review the components of effective literacy instruction Understand the tiered model of support Understand examples of Tier 1 strategies that may be
- [Topic 3: What does Tier 2 Reading support look like?  ](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/topic-3-what-does-tier-2-reading-support-look-like/) - While all students continue to participate in the literacy block, small groups of three to five students receive additional Tier 2 support—typically delivered by the classroom teacher. Key features of Tier 2 instruction: Small groups of approximately 3–5 students to allow for direct, explicit instruction Sessions run for approximately 10-20 minutes per day, 5 days
- [Unit 3: Tier 2 Reading Instruction](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/) - Overview The third unit of this learning module focuses on the use of screeners and assessment for learning. It also provides practical examples of Tier 2 reading supports for students with learning disabilities. Learning goals: Review the use of screeners and assessment for learning Understand the evidence-based assessment reference page Explore examples of Tier 2
- [Topic 3: The 5 Pillars of Reading Instruction](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/topic-3-the-5-pillars-of-reading-instruction/) - The Science of Reading is a comprehensive, interdisciplinary body of research that explains how people learn to read. It identifies five essential components—or “pillars”—of effective reading instruction: Letter-Sound (or grapheme-phoneme) correspondence Phonological and Phonemic awareness Fluency Vocabulary Comprehension [5 ] 1. Letter-Sound Correspondence Also known as “alphabet knowledge” or grapheme-phoneme correspondence, letter-sound correspondence refers to
- [Unit 2: Foundational Learning Part 2: The Science of Reading](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/) - Overview Welcome to Unit 2 of this learning module. This unit introduces the key research related to reading instruction and the essential skills that must be taught for students to learn how to read effectively. Learning Goals: Review research related to the Science of Reading Understand the Simple View of Reading Identify the Five Pillars
- [Topic 6: Specific Learning Disabilities in the Area of Reading](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-6-specific-learning-disabilities-in-the-area-of-reading/) - According to Lovett et al [6], “Two decades of research have indicated that there was a small set of core deficits in speech and language development and in more global processing abilities that characterized most of the children with reading disabilities.” They describe the two core deficits as follows: Phonological awareness and phonological processing: This
- [Topic 2: Tier 2 (Targeted - Necessary for Some)](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/topic-2-tier-2-targeted-necessary-for-some/) - It is important to note that Tiers are meant to be flexible and responsive to students’ needs, based on ongoing assessment data. Tier 2 instruction provides targeted, higher-intensity support for a smaller group of students who are not yet meeting grade-level expectations. These students are typically identified through screeners or classroom-based assessments. Tier 2 supports
- [Topic 1: Screening and Assessment for Learning](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/topic-1-screening-and-assessment-for-learning/) - Using evidence-based assessment is an effective, objective, and measurable way to identify a student’s reading strengths and needs. When viewed on a school or board level, these results can help guide decisions about tools and strategies to support learning needs quickly and effectively. Universal screenings are brief, standardized assessments that help identify a student’s current
- [Topic 3: Tier 1 (Universal - Good For All)](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-3-tier-1-universal-good-for-all/) - Tier 1 refers to a universal, evidence-based instruction all students receive in the classroom.This includes immediate, embedded support when students begin to struggle with a concept or skill. Explore more: LD@school Video—An Introduction to Differentiated Instruction This short video explains how educators can use Differentiated Instruction (DI) to support diverse learning needs without creating individualized
- [References](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/references/) - [1] Ministry of Education. (2023, July 28). Policy/program memorandum 168: Reading instruction and early reading screening. Queen’s Printer for Ontario. https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-168 [2]"Tiered Approaches to the Education of Students with Learning Disabilities"http://www.ldatschool.ca/tiered-approaches-to-the-education-of-students-with-learning-disabilities/ [3]" LDAOeng. (2024, August 30). The dynamic nature of Tier 2 literacy instruction [Video]. LD@school. Learning Disabilities Association of Ontario. http://www.ldatschool.ca/video-tier-2-literacy-instruction/ [4]"LDAOeng. (2023, August 30).
- [Topic 4: Tier 3 (Intensive - Essential for a Few)](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-3-tier-2-reading-instruction/topic-4-tier-3-intensive-essential-for-a-few/) - Tier 3 instruction is designed for students who continue to struggle with reading despite receiving high-quality Tier 1 and Tier 2 instruction and support. These students require intensive, individualized intervention that targets their specific skill gaps in reading. Tier 3 support is: Delivered by qualified educators or specialists with training in structured literacy approaches More
- [References](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/references/) - [1] Ontario Ministry of Education. (2023). The Ontario Curriculum, grades 1–8: Language (Revised). Queen’s Printer for Ontario. https://www.edu.gov.on.ca/eng/curriculum/elementary/language.html [2] Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Queen’s Printer for Ontario. https://www.ontario.ca/page/learning-all-guide-effective-assessment-and-instruction-all-students-kindergarten-grade-12 [3] Vaughn, S., Linan‑Thompson, S., & Hickman, P. (2003). “Response to Instruction
- [Topic 7: Post-Learning Reflection](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-7-post-learning-reflection/) - Individual or Small Group Activity Individually or in some groups, use the following prompts to guide your thinking or conversation. Discussion Prompts Prompt 1: Think of a student in your class that is showing signs of struggling to read. What have you observed or documented that indicate they are struggling? If they have a diagnosed
- [References](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/references/) - [1] Wolf, M. (2008). Proust and the squid: The Story and Science of the Reading Brain. Harper Collins. [2] Dehaene, S. (2009). Reading in the brain: The Science and Evolution of a Human Invention. Viking. [3] Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able
- [Topic 4: Scarborough’s Reading Rope](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/topic-4-scarboroughs-reading-rope/) - Dr. Hollis Scarborough created the Reading Rope to help visualize many skills students need to become proficient readers. The Reading Rope illustrates how each of the five pillars of reading—phonemic awareness, phonics, fluency, vocabulary and comprehension)— interact and develop over time to build reading proficiency. [6 ] The language comprehension and word recognition skills required
- [Topic 2: Simple View of Reading](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/topic-2-simple-view-of-reading/) - Reading comprehension—the ability to understand the meaning of printed text—is made up of two key components: decoding and language comprehension. This model is referred to as the Simple View of Reading, first introduced by Gough and Tunmer [4]. It is shown as a multiplication equation to highlight that if either of the components is missing,
- [Topic 1: Introduction to the Science of Reading](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-2-foundational-learning-part-2-the-science-of-reading/topic-1-introduction-to-the-science-of-reading/) - The ability to read is an essential skill in our modern world. Today, reading skills are necessary for everything from ordering food to booking appointments and finding employment. Reading remains the gateway to information and higher learning. Despite being a key life skill in our society, most children will not learn to read without instruction.
- [Topic 5: Processing Areas and Reading](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-5-processing-areas-and-reading/) - Learning Disabilities that impact reading are diverse and may take many forms. This section describes how challenges in different psychological processing areas may contribute to reading difficulties. It draws on information compiled from York Region District School Board’s resource Understanding How Processing Affects Learning: A Guide to Supporting All Students, Particularly Students with Learning Disabilities.
- [Topic 4: How Learning Disabilities Affect Reading](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-4-how-learning-disabilities-affect-reading/) - Learning disabilities (LDs) are brain-based differences that involve challenges in one or more of the psychological processes. The majority of students identified with LDs experience difficulties with some aspect of reading. It is estimated that 89% [1] of individuals with LDs have a learning disability in the area of reading. Even students who have not
- [Topic 2: An Overview of The Tiered Approach](https://www.ldatschool.ca/learning-modules/reading-success-for-allpractical-tiered-strategies/section-1-foundational-learning-part-1/topic-2-an-overview-of-the-tiered-approach/) - No single teaching method will be effective for all students. This is why the Ontario Ministry of Education suggests the use of a “Tiered Approach” model to support learning. (Outside of Ontario, this is sometimes referred to as Response to Intervention, or RTI.) . The Tiered Approach is a model of support that becomes progressively
- [History](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/history/) - Teaching history to high school students with learning disabilities (LDs) can be challenging. If we consider the main skills needed to be successful, it becomes easy to understand why students with LDs can struggle considerably with the subject. Success in the history class requires: a significant capacity for memorizing and recalling information, the use of a specific
- [Planning for and Responding to Learning Needs with Universal Design for Learning and Differentiated Instruction](https://www.ldatschool.ca/learning-modules/udl-di/) - This module is intended to provide an introductory overview of the concepts of Universal Design for Learning (UDL) and Differentiated instruction (DI). These two educational approaches can provide tremendous support to students diagnosed with learning disabilities (LDs), as well as their typically developing peers.
- [Post-Learning Self Assessment](https://www.ldatschool.ca/learning-modules/secondary-school-2/post-learning-self-assessment/)
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/mental-health-integra/self-assessment/) - Test your knowledge! Complete the following quiz to test your current knowledge about learning disabilities and mental health.
- [Post-learning Self-assessment](https://www.ldatschool.ca/learning-modules/technology-for-all/post-learning-self-assessment/) - Technology for All: Post-learning Self-assessment Click on the “Start Quiz” button to test your knowledge after completing this learning module. Then, use the reflection questions below to connect your learning to your teaching practice. Post-learning Reflections Questions Reflecting on your results from the pre-learning self-assessment and the material you have covered in this module, consider
- [Evaluation](https://www.ldatschool.ca/learning-modules/cra-strategies/evaluation-learning-module/) - Evaluation of Learning Module Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to complete the survey
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/cra-strategies/pre-learning-self-assessment/)
- [Post-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/post-learning-self-assessment/) - Intro to LDs - Post-Learning Self-Assessment
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/pre-learning-self-assessment/)
- [Post-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/fostering-advocacy/post-learning-self-assessment/)
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/fostering-advocacy/pre-learning-self-assessment/)
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/secondary-school-2/pre-learning-self-assessment/)
- [Post-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/post-learning-self-assessment/)
- [Pre-learning Self-Assessment](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/pre-learning-self-assessment/)
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/pre-assessment/) - Test your knowledge with this True & False quiz before starting the module.
- [Post-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/udl-di/post-learning-self-assessment/) - Test your knowledge with this quiz now that you have completed the module.
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/udl-di/pre-learning-self-assessment/) - Test your knowledge with this quiz before starting the module.
- [Pre-Reading Skills](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/pre-reading-skills/) - Long before children can read words, they are learning about reading and writing just by being exposed to books and being read to. These skills are often grouped together into a concept called “print awareness” which includes understanding: That written text conveys sounds that can be spoken That text contains information Spacing, capitalization, and punctuation
- [The 5 Pillars of Reading Instruction](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/) - Reading is a complex cognitive process of decoding symbols to construct meaning. Proficient readers not only comprehend what they read, but also read fluently and have a strong motivation to read. Thus, the goals of reading instruction are comprehension, fluency, and motivation [1]. Comprehensive reading instruction teaches the child to use a variety of skills to
- [Introduction](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/introduction/) - How Do We Read? Reading is a complex cognitive process of decoding symbols to construct meaning. In addition to talking about reading books and texts, we also refer to other types of reading such as reading music, reading the time, reading a map. In all cases, multiple cognitive processes are involved to make meaning from
- [Knowing the Learner](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/what-to-differentiate/knowing-the-learner/) - Learning for All [1], recommends gathering information about each student from the following sources: Ontario Student Record (OSR) any transition plans the student may have Individual Education Plan (IEP) if the student has one consultations with current and previous teachers consultations with parents, and/or parent–student questionnaires consultations with students through surveys (e.g., interest inventories, attitudinal
- [Knowing the class](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/what-to-differentiate/knowing-the-class/) - Now that you’ve gotten to know the individual students that make up your class, it’s important to understand your class as a whole. A class profile “provides a snapshot of the strengths and needs, interests, and readiness of the students in the class” [1]. The class profile is both a tool to visualize all your
- [What is Differentiated Instruction?](https://www.ldatschool.ca/learning-modules/udl-di/introduction/di/) - Differentiated instruction is a flexible approach to teaching in which a teacher uses varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools. It results in a more personal, proactive learning environment, inclusive of a wide variety of learners [1]. Differentiated instruction includes: Providing alternative instructional and assessment activities;
- [Evaluation](https://www.ldatschool.ca/learning-modules/mental-health-integra/evaluation/) - Evaluation of Learning Module Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to complete the survey.
- [Conclusion](https://www.ldatschool.ca/learning-modules/mental-health-integra/conclusion/) - Congratulations! You have completed Supporting the Well-Being and Mental Health of Students with Learning Disabilities, a learning module developed by LD@school. You should now be able to: Recognize that mental health is a component of overall well-being. Understand the factors that contribute to well-being and resilience. Understand the relationship between LDs and mental health (LDMH). Understand
- [Learn More](https://www.ldatschool.ca/learning-modules/mental-health-integra/learn-more/) - Related Resources on the LD@school Website Articles Click here to access the resource LDMH: A Handbook on Learning Disabilities and Mental Health. Click here to access the answer to the question How can educators help students be empathetic towards students with learning disabilities?. Click here to access the answer to the question How can mindfulness help students deal
- [Red Zone](https://www.ldatschool.ca/learning-modules/mental-health-integra/red-zone/) - The red zone reflects more severe, intense, and long-lasting mental health challenges. This section of the module will review the mental health issues that most commonly co-occur with LDs, and clarify the ways in which educators can support students at this stage. To begin, watch this video in which Valerie shares her experiences of coping
- [What Can Educators Do?](https://www.ldatschool.ca/learning-modules/mental-health-integra/red-zone/strategies/) - What Can Educators Do? There are a range of interventions and strategies for students experiencing mental health challenges. For students with LDMH, the interventions and strategies used need to be adapted and tailored to meet their unique learning profile and address both the LDs and mental health issue. As an educator, here are some things
- [Post-Learning Activity](https://www.ldatschool.ca/learning-modules/mental-health-integra/activity/) - Post-Learning Activity Below, you will find three student case studies. Individually or in a group, choose a case study to read, and complete the reflection questions using the concepts you have covered in this learning module. Case Study 1 Naomi is a friendly, kind-natured 12-year-old girl who loves animals. Naomi’s teachers report she struggles to
- [Student Responses](https://www.ldatschool.ca/learning-modules/mental-health-integra/yellow-zone/student-responses/) - Experiential Avoidance Most of us do not enjoy experiencing difficult emotions. It is an understandable reaction to want to avoid experiencing hardship. Students learn it may be ‘better to be bad than look stupid’ and they may: act out to distract from or to avoid challenging situations self-medicate engage in strategies to avoid experiencing negative
- [What Can Educators Do?](https://www.ldatschool.ca/learning-modules/mental-health-integra/yellow-zone/strategies/) - What Can Educators Do? This section of the module outlines strategies that may be helpful in addressing the needs of your students experiencing higher stress levels. Remember that each student’s needs are unique, and it is important to know your students in order to select appropriate strategies. Strategies for Addressing Stressors in the Classroom The Yellow Zone
- [Yellow Zone](https://www.ldatschool.ca/learning-modules/mental-health-integra/yellow-zone/) - The yellow zone reflects stress or distress. Unfortunately, most students with LDs fall into the yellow zone during their school years because of the various stressors that they experience at school. This section of the module will review these stressors, common student responses to stress, and ways in which educators may respond. To begin, watch
- [Stressors](https://www.ldatschool.ca/learning-modules/mental-health-integra/yellow-zone/stressors/) - Academic Stressors Students with LDs typically experience repeated failure. In school, they may work incredibly hard but the outcome may not reflect their effort. Over time, it can be more difficult for a student to keep trying and often, we see behaviours identified as ‘non-compliant’ or ‘oppositional,’ yet those behaviours may reflect an understandable coping strategy
- [LDMH](https://www.ldatschool.ca/learning-modules/mental-health-integra/ldmh/) - The Relationship between Learning Disabilities and Mental Health (LDMH) We know individuals with learning disabilities (LDs) are two to three times more likely to experience mental health challenges [i]. When it is hard to ‘show what you know’, it is understandable that we might see higher rates of school-related stress [ii] and more school dropout. Individuals with
- [Green Zone](https://www.ldatschool.ca/learning-modules/mental-health-integra/green-zone/) - The green zone represents optimal well-being and mental health. Students in this zone feel positive, confident, and well able to manage their feelings. This section of the module will describe the foundations of positive mental health, and the ways in which educators can promote the well-being of their students. To begin, watch this video in
- [What Can Educators Do?](https://www.ldatschool.ca/learning-modules/mental-health-integra/green-zone/strategies/) - Feeling connected, autonomous and competent may help to foster self-esteem and self-determination. To feel connected, students need to feel safe and secure, they need to experience a sense of belonging, they need to feel they are welcome, and they need to feel they are accepted for who they are. To feel autonomous, students need to feel their voices and
- [Self-Monitoring](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/self-monitoring/) - Self-Monitoring Definition Click the play button to listen to Dr. Gendron's definition of self-monitoring: Sound bite transcription: Self-monitoring is the ability to evaluate our own behaviour in order to determine when a different approach would be more appropriate. So it’s about noticing and fixing our mistakes, knowing when to ask for help. In a learning
- [Cognitive Flexibility](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/cognitive-flexibility/) - Cognitive Flexibility Definition Click the play button to listen to Dr. Gendron's definition of cognitive flexibility: Sound bite transcription: So cognitive flexibility is a very important concept in executive functioning. Many, many years ago, intelligence was defined as the ability to be able to adapt with flexibility to our environment. So cognitive flexibility is about
- [Emotional Control](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/emotional-control/) - Emotional Control Definition Click the play button to listen to Dr. Gendron's definition of emotional control: Sound bite transcription: Emotional control, or emotional regulation, is about how well we can manage and control our emotions, or more precisely, our emotional reactions. It’s about learning to stay calm when handling small problems, and reacting with just
- [Impulse Control](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/impulse-control/) - Impulse Control Definition Click the play button to listen to Dr. Gendron's definition of impulse control: Sound bite transcription: So impulse control is about controlling our behaviour, which includes of course thinking about the consequences of our behaviour before acting, maintaining self-control. So students who struggle with this impulse control will tend to have few
- [Screening](https://www.ldatschool.ca/learning-modules/executive-functions/screening/) - Executive functions develop throughout a person’s entire childhood, and typically mature fully by the age of 25. As such, educators may notice a student struggling compared to their peers at all grade levels. Educators may begin to raise concerns when a student experiences more difficulty than other students their age, and when these difficulties cause “functional
- [Post-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/executive-functions/post-learning-self-assessment/) - Learning Skills & Work Habits We now return to the learning skills and work habits reported on all students’ report cards, and outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. How are Learning Skills & Work Habits Related to Executive Functions? Review the following report card excerpt, or page 12 of Growing Success. Click here
- [Evaluation](https://www.ldatschool.ca/learning-modules/executive-functions/evaluation/) - Please take a few minutes to provide feedback on this learning module by taking a short survey. Your insights will help us improve future modules, and would be much appreciated! Click here to take the survey
- [Conclusion](https://www.ldatschool.ca/learning-modules/executive-functions/conclusion/) - Congratulations! You have completed “An In-Depth Look at Executive Functions”, a learning module designed by LD@school. You should now be able to: Understand executive functioning as it relates to LDs and ADHD; Understand the effects on learning of executive functioning difficulties; Identify the indicators of executive functioning difficulties in your students, at all grade levels; Identify
- [Learn More](https://www.ldatschool.ca/learning-modules/executive-functions/learn-more/) - Related Resources on the LD@school Website Executive Functions Resources Click here to access the podcast Executive Functioning Explained: Recognizing, Understanding, Supporting. Click here to access the webinar recording Strengthening Executive Functioning Skills in the Classroom. Click here to access the article Understanding Executive Function and Learning Disabilities. Working Memory Resources Click here to access the article Understanding Working Memory
- [Supporting the Well-Being and Mental Health of Students with Learning Disabilities](https://www.ldatschool.ca/learning-modules/mental-health-integra/) - This module is intended to provide a broad understanding of the relationship between learning disabilities (LDs) and mental health. Mental health will be described on a continuum, and we will explore some of the challenges that students with LDs may experience at various points along the continuum, as well as strategies that...
- [Introduction](https://www.ldatschool.ca/learning-modules/mental-health-integra/introduction/) - What is Well-Being? According to the discussion document, Ontario’s Well-Being Strategy for Education [i], “well-being is a positive sense of self, spirit and belonging that we feel when our cognitive, emotional, social and physical needs are being met”. It is fundamental to overall student success, and it is a goal of the Ontario Ministry of Education to
- [Task Initiation](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/task-initiation/) - Task Initiation Definition Click the play button to listen to Dr. Gendron's definition of task initiation: Sound bite transcription: Task initiation refers to our ability to be motivated, to take on new tasks, to stay perseverant with those tasks until its completion, even if we encounter challenges. So its impact on learning is really evident.
- [Organization](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/organization/) - Organization Definition Click the play button to listen to Dr. Gendron's definition of organization: Sound bite transcription: So organizational skills refer to the complex strategies that are involved in keeping track of personal effects, organizing our tasks, and even our thoughts really. It’s about using our time efficiently. Again, it’s impact on learning is evident.
- [Planning](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/planning/) - Planning Definition Click the play button to listen to Dr. Gendron's definition of planning: Sound bite transcription: So planning is the set of abilities we develop in implementing tasks, and knowing which step is the first one, which one is the second one. It allows us to set priorities among the different steps involved in
- [The 8 pillars](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/) - The Eight Pillars of Executive Functioning The following sections of this learning module will describe the eight executive functioning skills, and provide strategies for educators to support their students in developing these skills. As you review the information associated with each skill, think about your students who may have struggled in any of these areas. Consider
- [Working Memory](https://www.ldatschool.ca/learning-modules/executive-functions/eight-pillars/working-memory/) - Working Memory Definition Click the play button to listen to Dr. Gendron's definition of working memory: Sound bite transcription: So working memory is the capacity we have to retain and manipulate information, in the twenty to thirty seconds that information arrives to us. So as we manipulate the information, store its relevant pieces, we can
- [Implementation](https://www.ldatschool.ca/learning-modules/technology-for-all/implementation/) - Technology in the Individual Education Plan An Individual Education Plan (IEP) is “a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate
- [Evaluation](https://www.ldatschool.ca/learning-modules/technology-for-all/evaluation/) - Evaluation of Learning Module Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to complete the survey.
- [Conclusion](https://www.ldatschool.ca/learning-modules/technology-for-all/conclusion/) - Congratulations! You have completed “Technology for All: Supporting Students with LDs by Integrating Technology into Classroom Instruction”, a learning module developed by LD@school. You should now be able to: Understand the value of technology for the development of 21st century competencies as well as for universal design for learning and differentiated instruction; Understand the difference between instructional
- [Learn More](https://www.ldatschool.ca/learning-modules/technology-for-all/learn-more/) - Related Resources on the LD@school Website Please review the module pages for resources relevant to the specific concepts covered in each section. The following are other resources on the LD@school website that have not been mentioned previously in this module. Media Resources Click here to access the video Blended Learning: Levelling the Playing Field for Students with
- [An In-Depth Look at Executive Functions](https://www.ldatschool.ca/learning-modules/executive-functions/) - This module is intended to provide an in-depth exploration of executive functions, as they relate to students with learning disabilities (LDs) and Attention Deficit Hyperactivity Disorder (ADHD), at all grade levels. The eight pillars of executive functioning will be described, along with indicators and strategies for the classroom. You will gain familiarity...
- [Pre-Learning Self-Assessment](https://www.ldatschool.ca/learning-modules/executive-functions/pre-learning-self-assessment/) - Think about the questions below before starting the module. If you are unable to answer these questions, we suggest that you begin by consulting LD@school’s introductory resources. Click here to access the article Executive Functions and Learning Disabilities. Name at least four executive functioning skills. At what age do most students’ executive functions reach full maturity?
- [Test Yourself](https://www.ldatschool.ca/learning-modules/executive-functions/questionnaire/) - Put your own executive functions to the test by completing this questionnaire ! Click here to access the Executive Skills Questionnaire in printable PDF format. Adapted from: Coaching students with executive skills deficits. Dawson, P., & Guare, R. (2012). Copyright Guilford Press. Reprinted with permission of The Guilford Press. Instructions Step 1: Read each item below and then rate that item
- [What are Executive Functions?](https://www.ldatschool.ca/learning-modules/executive-functions/what-are-executive-functions/) - What are Executive Functions? According to the Ministry of Education of Ontario’s research monograph #63, Executive function emphasizes higher-order meta-cognitive skills, including working memory (the ability to hold and work with information for short periods of time), inhibitory control (the ability to manage and filter thoughts and impulses), and cognitive flexibility (the ability to switch mental gears) (Tranter & Kerr, 2016). Click
- [Executive Functions & LDs](https://www.ldatschool.ca/learning-modules/executive-functions/learning-disabilities-adhd/) - How do Executive Functions Relate to Learning Disabilities? In Ontario, diagnosis of LDs is based on the psychological processes that are responsible for learning, including processing speed, memory, attention, phonological processing, and visual-motor skills, among others. For example, a psychoeducational assessment may conclude that a student has difficulties with phonological awareness, causing issues in spelling.
- [Technology in the Classroom](https://www.ldatschool.ca/learning-modules/technology-for-all/technology-classroom/) - Technology can be an incredibly powerful tool in the classroom; however, simply introducing students to technology is not sufficient to improve academic achievement or foster deeper learning. Educators must recognize what technology can and cannot do. The section below in an excerpt from an LD@school article. Click here to access the original article Assistive Technology for Students
- [Reading](https://www.ldatschool.ca/learning-modules/technology-for-all/technology-classroom/reading/) - Technology for Reading 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 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
- [Writing](https://www.ldatschool.ca/learning-modules/technology-for-all/technology-classroom/writing/) - Technology for Writing 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
- [Math](https://www.ldatschool.ca/learning-modules/technology-for-all/technology-classroom/math/) - Technology for Mathematics 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. Interactive Whiteboards Many different functions built into interactive whiteboards effectively support mathematics instruction. Here are a few
- [Putting It All Together](https://www.ldatschool.ca/learning-modules/cra-strategies/consolidation/) - Content coming soon. Stay tuned!
- [Conclusion](https://www.ldatschool.ca/learning-modules/cra-strategies/conclusion/) - Congratulations! You've finished The Concrete-Representational-Abstract Approach for Mathematics Instruction, a learning module designed by LD@School. You should now: Understand LDs in math and how they may present in the classroom Identify the components of the Concrete-Representational-Abstract (CRA) approach to teaching mathematics in the elementary grades Understand how to implement each stage of the CRA approach using
- [Learn More](https://www.ldatschool.ca/learning-modules/cra-strategies/learn-more/) - Related Resources on the LD@school Website Click here to access the article Concrete – Representational – Abstract: An Instructional Strategy for Math. Click here to access the resource Using Straws to Help Students Understand Place Value. Click here to access the article Visual Representation in Mathematics. Click here to access the article Helping Students with LDs Learn to Diagram
- [Technology for All: Supporting Students with LDs by Integrating Technology into Classroom Instruction](https://www.ldatschool.ca/learning-modules/technology-for-all/) - 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,...
- [Pre-learning Self-assessment](https://www.ldatschool.ca/learning-modules/technology-for-all/pre-learning-self-assessment/) - Click here to access a printable rubric to assess your current use of technology. Rate your current use of technology to see where you fall on the continuum. For each category, jot some notes to describe how you meet the criteria and how you might improve your practice. Reflect on the factors that help or
- [Introduction](https://www.ldatschool.ca/learning-modules/technology-for-all/introduction/) - The Role of Technology in 21st Century Learning In our increasingly connected 21st century world, technology takes a prominent place in our daily lives at school, at work, and at home. The rapid technological changes of our time have implications on the means by which educators teach and students learn. "We need to respond to these changes
- [Instructional & Assistive Technology](https://www.ldatschool.ca/learning-modules/technology-for-all/instructional-assistive-technology/) - What are Instructional & Assistive Technologies? Educators are confronted with a wide variety of terms related to technology: assistive technology, instructional technology, educational technology, adaptive technology, and information and communication technology, among others. In this module, we define “instructional technology” and “assistive technology” in the following way: Although we may occasionally distinguish between “instructional technology”
- [Technology Tools](https://www.ldatschool.ca/learning-modules/technology-for-all/understanding-technology-tools/) - Understanding Technology Tools There are a plethora of technology tools available to educators. The task of choosing which ones to implement in your teaching practice can be overwhelming. In one of our TalkLD podcasts, Chad Downes, Assistive Technology Advisor at Amethyst Demonstration School, shares his advice to keep in mind when thinking about the many
- [C – Concrete](https://www.ldatschool.ca/learning-modules/cra-strategies/the-cra-approach/c-concrete/) - During the concrete stage, students learn to solve mathematical problems using concrete objects or manipulatives to support their conceptual understanding. Educators should present the use of concrete tools through explicit instruction, and should monitor student progress to ensure they achieve mastery before moving to the next stage. Manipulatives Manipulatives are necessary tools for supporting the effective learning
- [R – Representational](https://www.ldatschool.ca/learning-modules/cra-strategies/the-cra-approach/r-representational/) - In the representational stage, students use two-dimensional drawings, diagrams or tallies to solve the same problems as they previously practiced using manipulatives. Representation may be used for a variety of purposes in mathematical problem solving, such as “summarizing problem information, recording and reasoning about situation/story elements, offloading memory storage, coordinating the results of intermediate calculations, representing numerical or
- [A – Abstract](https://www.ldatschool.ca/learning-modules/cra-strategies/the-cra-approach/a-abstract/) - In the abstract stage, students translate their two-dimensional drawings into conventional mathematics notation to solve the problem. The manipulations in the concrete and representational stages build students’ conceptual understanding, which contributes to fluency and automaticity in the abstract phase. However, for students with LDs, this represents the greatest challenge [i]. Therefore, it is recommended that instruction supports
- [The CRA Approach](https://www.ldatschool.ca/learning-modules/cra-strategies/the-cra-approach/) - The Concrete – Representational – Abstract (CRA) approach is an evidence-based practice in mathematics for students with LDs. It is recommended particularly for the elementary grades and for mathematical concepts related to operations [i], although research continues to explore its applications to other grades and concepts. CRA is a sequential three-level strategy promoting overall conceptual understanding, procedural accuracy, and fluency by employing multisensory
- [Asking for Accommodations](https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/asking-for-accommodations/) - Students with LDs should be aware of their learning profiles and encouraged to participate in the IEP process, however, students also need to learn to self-advocate for the accommodations written on their IEPs[1]. Although all teachers should be aware of the accommodations listed in a student’s IEP, students may nonetheless have to remind teachers of their
- [Self-Advocacy Tools](https://www.ldatschool.ca/learning-modules/fostering-advocacy/self-advocacy-tools/) - When students are new to advocating for themselves it is helpful to provide them with tools that will support their efforts. Self-Advocacy Cards Julia Osborne, a Special Education Resource Teacher with York Region DSB noticed that her students had good ideas about what they needed in order to succeed in the classroom as learners and
- [Celebrating Self-Advocacy](https://www.ldatschool.ca/learning-modules/fostering-advocacy/celebrating-self-advocacy/) - “Although we are incredibly busy supporting the many learners in our classrooms, every student is worth it. Help all students understand themselves as a learner and push them to find their voice. By supporting each student in their growth and self-advocacy, we will create strong, confident young men and women who will gain perspective about
- [Evaluation](https://www.ldatschool.ca/learning-modules/fostering-advocacy/evaluation/) - Evaluation of Learning Module Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to take the survey.
- [Conclusion](https://www.ldatschool.ca/learning-modules/fostering-advocacy/conclusion/) - Evaluation of Learning Module Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to take the survey.
- [Learn More](https://www.ldatschool.ca/learning-modules/fostering-advocacy/learn-more/) - Related Resources on the LD@school Website Access the following LD@school resources to deepen your understanding of self-advocacy: Click here to read the article “Strategies to Teach Self-Advocacy Skills”, by Mary Land and Cheryll Duquette. Click here to read the article “A Teacher’s Journey with Student Self-Advocacy”, by Julia Osborne. Click here to read the article
- [An Introduction to Learning Disabilities in the Classroom](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/) - This online module is intended to provide an introduction to literacy, numeracy, executive function, and social and emotional development as well as an introductory overview of Ministry documents such as PPM8 and Learning for All, as they relate to students with learning disabilities.
- [Introduction](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/introduction/) - In basic terms, learning disabilities (LDs) are brain-based difficulties that affect one or more ways that a person takes in, stores, recalls, or uses verbal and nonverbal information. LDs are difficulties in processing information and they occur in spite of average or above average thinking and reasoning abilities. LDs are not caused by environmental factors
- [PPM 8](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/ppm-8/) - Policy/Program Memorandum No. 8: Identification of and Program Planning for Students with Learning Disabilities On August 26, 2014, the Special Education Policy & Programs Branch (SEPPB) of the Ministry of Education announced a revised Policy/Program Memorandum No. 8: Identification of and Program Planning for Students with Learning Disabilities. (Click here to access a copy of
- [Executive Functions](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/executive-functions/) - ‘Executive functions’ is a term used to describe the many different cognitive processes that students use to control their behavior and to connect past experience with present action. Students rely on executive functions to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. Executive function skills
- [Literacy](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/literacy/) - According to the Literacy and Numeracy Secretariat document, Paying Attention to Literacy, K – 12, literacy involves the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas. Click here to access the Paying Attention to Literacy document. Students with learning disabilities (LDs) often have
- [Numeracy](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/numeracy/) - According to the Literacy and Numeracy Secretariat document Supporting Numeracy, numeracy is about recognizing and using mathematics in a variety of contexts and using math as a tool to explore problems. Students with learning disabilities (LDs) that affect mathematics may struggle in various aspects of numeracy (click here to access the document "Supporting Numeracy"). Sometimes the
- [Podcast: LDs in the Classroom](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/podcast-lds-classroom/) - Note: You may listen to this podcast while you are on the LD@school website, or you may download to your portable audio player and listen while you are on the go. Click here to access a transcript of this podcast.
- [Evaluation of Learning Module](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/evaluation-learning-module/) - Learning Module Evaluation Please take a few minutes to provide feedback on this learning module by clicking on the "Take the Survey" link below. Your insights will help us improve future modules, and would be much appreciated! Take the Survey
- [Conclusion](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/conclusion/) - Congratulations! You've finished “An Introduction to Learning Disabilities in the Classroom”, a learning module designed by LD@School. You should now be able to: Understand and appreciate the importance of Ministry documents such as PPM8 and Learning for All; Understand how literacy, numeracy, executive function, and social emotional development relate to students with learning disabilities; and Find and implement strategies to support the achievement
- [Further Learning – Intro to LDs](https://www.ldatschool.ca/learning-modules/introduction-learning-disabilities-classroom/links-for-further-learning/) - Further Learning - Intro to LDs Click here to access information on Education for All – The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6. Click here to access an LD@school article, "Tiered Approaches to the Education of Students with Learning Disabilities", written
- [The Concrete-Representational-Abstract Approach for Mathematics Instruction](https://www.ldatschool.ca/learning-modules/cra-strategies/) - This online module is intended to provide an overview of the Concrete – Representational – Abstract (CRA) instructional strategy for mathematics, as well as providing practical classroom applications of this strategy to help you bring CRA to life in your own math teaching practice.
- [Introduction](https://www.ldatschool.ca/learning-modules/cra-strategies/introduction/) - Ontario’s elementary mathematics curriculum is “designed to help students build the solid conceptual foundation in mathematics that will enable them to apply their knowledge and further their learning successfully” [i]. Educators have the important task of supporting students to “develop mathematical understanding; learn important facts, skills, and procedures; develop the ability to apply the processes
- [LDs & Math](https://www.ldatschool.ca/learning-modules/cra-strategies/learning-disabilities-math/) - Learning Disabilities and Mathematics Learning disabilities (LDs) are brain-based difficulties that reflect impairments in one or more of the psychological processes. It is estimated that between 3 and 9% of students have LDs in mathematics [i]. The Processing Areas and Mathematics LDs that impact mathematics learning are diverse, and may take many different forms. This section of the module
- [Learn More](https://www.ldatschool.ca/learning-modules/secondary-school-2/learn-more/) - Related Resources on the LD@school Website Learning Module: Helping Students with LDs Navigate Secondary School Student Skills Keeping School Work on Track: Staying Organized with Graphic Organizers Adapted Webinar: Beyond “Lazy” and “Unmotivated” – Why Educators Need to Know about Executive Skills Learning Module: An In-Depth Look at Executive Functions Teaching Techniques Planning and Teaching
- [Fostering Advocacy for Students with LDs](https://www.ldatschool.ca/learning-modules/fostering-advocacy/) - This module is intended to provide an introduction to advocacy for students with learning disabilities (LDs). This module will present the ways in which advocacy can help students with LDs to succeed in their education and will provide guidance, strategies and tools for educators to help support the development of self-advocacy skills...
- [Introduction](https://www.ldatschool.ca/learning-modules/fostering-advocacy/introduction/) - What is Advocacy? Advocacy is any action that argues for, supports, defends, or advances the rights and interests of one’s self or others. Advocacy can take many forms. It can be used on a large scale to influence public policy, on a personal level to ask for the needs of an individual to be met,
- [What is Parental Advocacy?](https://www.ldatschool.ca/learning-modules/fostering-advocacy/parental-advocacy/) - Every parent or guardian has the right to advocate for their child, either by themselves or with the help of a parent advocate.[1] All parents play an important role throughout their child's education, but especially parents of students with LDs. They are central to early identification, as they are often the first to notice that
- [Introduction to Self-Advocacy](https://www.ldatschool.ca/learning-modules/fostering-advocacy/introduction-self-advocacy/) - Self-advocacy is defined as the ability to speak on one’s behalf and represent personal needs and interests[1]. It involves understanding one’s learning strengths and developing the ability to communicate learning needs and required accommodations[2]. While in school, students with LDs often rely on parents and teachers to make choices for them and to advocate on
- [Building Self-Advocacy Skills](https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/) - “My journey with student self-advocacy began on rocky terrain; it was a new concept for me, and one of the key missing pieces for my students. Throughout my years of teaching, I listened to my students get upset when a teacher was asking something of them that felt impossible. I realized that, too often, I was
- [The Role of the Educator](https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/the-role-of-the-educator/) - Although the end game of advocacy is for the student to take the lead, advocacy begins with YOU, the educator! The primary role of the educator teaching self-advocacy is one of support and guidance. Very few adolescents with LDs acquire self-advocacy skills without instruction[1]. Schools, therefore, are an ideal venue to teach and practice these important
- [Self-Advocacy and IEPs](https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/self-advocacy-ieps/) - It is generally understood that a collaborative approach to planning benefits both the process and the outcome; this also applies to the IEP planning process. The IEP Resource Guide provides direction that when developing the IEP, consultation needs to occur with parents, previous teachers and other professionals, and the student, where possible: “Principals are legally
- [Question the Author](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/history/question-the-author/) - The questions that are raised by the students as they read historical texts can result in more active information processing, self-management of comprehension, and better retention of information (Rosenshine et al., 1996). By employing a strategy called “questioning the author”, students can learn to engage in an inner dialogue with the author of a text, asking questions about his
- [Evaluation of Learning Module](https://www.ldatschool.ca/learning-modules/secondary-school-2/evaluation-of-learning-module/) - Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to take the survey.
- [Conclusion](https://www.ldatschool.ca/learning-modules/secondary-school-2/conclusion/) - Congratulations! You have completed Secondary School Part 2: Teaching Techniques and Student Skills, a learning module developed by LD@school. You should now be able to: Identify the skills students need to succeed in secondary school and support students with LDs to develop these skills Understand and employ teaching techniques that are well suited for secondary
- [Reorganize How You Deliver Information](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/history/reorganize-how-you-deliver-information/) - It is also possible to increase the conceptual coherence of the teaching of history by organizing the information to be taught into general themes and by emphasizing the conceptual links between themes. In conjunction with this reorganization of the content of texts to be read by the students, Okolo and Ferretti (2013) suggest that students learn more from
- [Teacher Collaboration](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/teacher-collaboration/) - If you are still struggling to support students with LDs in the math class, do not hesitate to reach out to other educators. Collaborative teacher inquiry can be used to facilitate and investigate new ways of supporting students with learning disabilities (LDs) that affect their ability to comprehend and show their knowledge in math. Watch
- [Science](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/science/) - In the early years of education, much instructional time and effort is placed on learning to read, however as students progress through the grades, the emphasis shifts to reading to learn. Students will use ‘reading to learn’ in science more than any other modality in school. Students in secondary school are expected to independently engage
- [Interventions to Support “Reading to Learn”](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/science/interventions-to-support-reading-to-learn/) - The following interventions can be applied to support all students to ‘read to learn’ in science – including students with LDs. Click here to access the chart Strategies to Support Students with LDs ‘Reading to Learn’ in Science. Additional strategies that can be successfully applied in the science class include: 1. Summarization Summarizing a text
- [Math Mindsets](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/math-mindsets/) - Special education methods like differentiated instruction may help students struggling in math to learn the necessary concepts, however, these supports do not address the beliefs students with LDs have about themselves and others, which can limit their achievement. The beliefs that people hold about their own intellectual abilities and the abilities of others are called
- [Mnemonic Devices](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/mnemonic-devices/) - Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues. Mnemonic instruction has been shown to significantly aid in recall, retention, and understanding. Some mnemonic devices that are commonly used in the
- [Manipulatives](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/manipulatives/) - Manipulatives are frequently used in the elementary math classroom, but use drops off when math begins to become more complex in the higher grades. Manipulatives can be a useful teaching tool for students with LDs, as they increase the number of sensory inputs a student uses while learning the new concept. The increase in sensory
- [Diagrams](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/diagrams/) - Although there are a number of problem-solving strategies that students use in mathematics, good problem solvers usually construct a representation of the problem to help them comprehend it (van Garderen & Montague, 2003). Students with LDs can have an especially challenging experience solving problems in math, and research suggests that they use visual representations less
- [Heuristics](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/heuristics/) - At its most basic, a heuristic is a shortcut or rule for reducing the cognitive load of information processing. The use of heuristics in mathematics can have a profound impact on a student’s ability to quickly and accurately solve a math fact or word problem. Students with LDs, whether math-specific or not, will especially benefit
- [Writing](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/english/writing/) - As with reading, writing is another key skill that only becomes more demanding once students reach high school. Students with LDs experience challenges with expressive writing because they have a hard time switching attention between mechanical tasks, such as handwriting, and mental tasks, such as idea formulation and organization (Graham & Harris, 2009). Rather than spending their
- [Math](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/math/) - Math requires students to continually learn new mathematical concepts, as skills develop in a more cumulative manner in comparison to reading or writing (Saino et al., 2019), which increases the likelihood of making errors and meeting roadblocks over time. Dyscalculia is one example of a specific learning disability in the area of mathematics. Dyscalculia affects
- [English](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/english/) - English is one of the core subjects that all students are required to take right up to the end of their time in high school. English is an essential part of any pathway for students as it teaches skills in communication, whether directed towards use in the workplace or in further academia. Many students see
- [Reading](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/english/reading/) - High school students are often required to learn course material by reading on their own and, in most cases, this material is in the form of expository texts. Students with learning disabilities may find expository texts more difficult to read than narrative texts. With expository texts, the structure varies; the text is very dense conceptually; and
- [Universal Design for Learning](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/universal-design-for-learning/) - No matter what class you teach, you can improve outcomes for students with LDs by applying the principles of Universal Design for Learning (UDL), throughout the learning and assessment processes. Secondary classrooms typically include learners with diverse abilities and backgrounds, including students with physical, sensory, communication and learning disabilities, differing cultural and linguistic backgrounds, varied
- [Use of Assistive Technology at the Secondary Level](https://www.ldatschool.ca/learning-modules/secondary-school-2/use-of-assistive-technology-at-the-secondary-level/) - As students progress in their education, they often desire more independence and the ability to complete tasks on their own. This is true for students with LDs as well. It is important for secondary teachers to allow their students ownership and responsibility for their work and learning; utilizing technology is an excellent way to achieve
- [Subject Specific Support for Students with LDs](https://www.ldatschool.ca/learning-modules/secondary-school-2/subject-specific-support/) - This section of the learning modules covers teaching techniques for four core subjects: English, Math, Science and History. However, many of the tips provided can be used across all subjects.
- [Teacher collaboration](https://www.ldatschool.ca/learning-modules/secondary-school-2/teaching-techniques/teacher-collaboration/) - The school cultures of elementary and secondary school are very different, as any teacher who has taught in both settings can attest to. Numerous studies have alluded to the fractured (alternatively “balkanized” or “siloed”) nature of secondary schools; the division of subjects into departments creates a natural separation of teachers (Brady, 2008) (Firestone & Louis,
- [Explicit instruction](https://www.ldatschool.ca/learning-modules/secondary-school-2/teaching-techniques/explicit-instruction/) - Explicit instruction is an evidence-based practice for teaching students with learning disabilities (LDs). This means that a vast amount of research, conducted over many decades, supports the use of this practice with students with LDs. Often in secondary education, this type of explicit teaching can be left by the wayside as it can be assumed
- [Teaching techniques for secondary educators to support students with learning disabilities (LDs)](https://www.ldatschool.ca/learning-modules/secondary-school-2/teaching-techniques/) - Teachers of secondary students are often accustomed to their pupils being more independent learners who want to be treated as such. It can be difficult to know how much direct help to offer students without feeling overbearing or as though you are coddling them. The aim is to create a balance between self-sufficiency and adequate
- [Unit planning and transparency](https://www.ldatschool.ca/learning-modules/secondary-school-2/teaching-techniques/unit-planning-and-transparency/) - While secondary students do not need as much rigid structuring of their school day as their elementary counterparts, it is still important for those with LDs to have a clear understanding of the aims, outlines and expectations of their courses. The keyword for secondary educators should be transparency, in that the daily functioning of the class
- [Groupings](https://www.ldatschool.ca/learning-modules/secondary-school-2/teaching-techniques/groupings/) - It can be easy to fall into the trap of being the “sage on the stage” when teaching at the secondary level. Many higher-level concepts require extensive explanation, and it can be tempting to stand at the front and lecture to the whole group when presenting information. Unfortunately for many students with LDs, this method
- [Time-Management](https://www.ldatschool.ca/learning-modules/secondary-school-2/skills/time-management/) - As students transition to secondary school, one of the main differences they notice is the lack of direct guidance in regards to their activities outside class time. In elementary school, the school day is rigid in structure, often broken into 20-50 minute blocks that involve instructional time, recess, nutrition breaks, and daily physical activity (DPA).
- [Independent Study](https://www.ldatschool.ca/learning-modules/secondary-school-2/skills/independent-study/) - For many students, secondary school is the first time they are allotted time during their instructional day to work independently. Many students with LDs can find this overwhelming and are unsure of what to do during this time. It can be helpful to provide the student with some helpful tips and tools, but ultimately allow them
- [Conclusion](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/conclusion/) - Congratulations! You have completed Promoting the School-Family Relationship: Through the IEP and Beyond, a learning module developed by LD@school. You should now be able to: Understand the importance of the school-family relationship Learn what educators and administrators can do to help facilitate a positive partnership between families and the school Understand the importance of the
- [Learn More](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/learn-more/) - Resources on the LD@school website: Learn About LDs - Glossary of Terms Click here to read the article “Fostering Self-Advocacy – Tip Sheet”, submitted by Lynn Ziraldo, Dr. Sue Ball and Liz Ablett. Click here and access the practice-informed article, “Effective Parent-Teacher Partnerships: Considerations for Educators” by Cindy Perras. Beyond the Basics: Other Elements of
- [Secondary School Part 2: Teaching Techniques and Student Skills](https://www.ldatschool.ca/learning-modules/secondary-school-2/) - This module is intended to provide educators across all subjects with the necessary teaching tools to support their students with LDs to gain the skills and knowledge required for success in secondary school, and beyond.
- [Skills Students Need for Secondary School](https://www.ldatschool.ca/learning-modules/secondary-school-2/skills/) - As students progress through the grades, they are gradually and continually expected to take more responsibility for their own learning. This requires students to acquire and refine new skills, such as time management, study skills, and organization. These may already be areas of weakness for students with LDs, as many struggle with executive functions. Additionally, by
- [What is an IEP?](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/families-and-the-iep-process/what-is-an-iep/) - The education system in Ontario is based on the belief that students are best served through an inclusionary model. This means that, rather than a placement in specialized programs, the first choice is to have students with special education needs placed in a typical classroom with various types of learning support. To fully support their
- [Talking to Parents about the IEP](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/families-and-the-iep-process/talking-to-parents-about-the-iep/) - Before the IEP Meeting The IEP might not be familiar to parents who are learning for the first time that their child requires the additional support such a document provides. When the school team announces to the parents that it intends to develop an IEP to meet their child’s needs, it can result in two
- [Talking to the Student about their IEP](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/families-and-the-iep-process/talking-to-the-student-about-their-iep/) - In order to be truly collaborative, the IEP planning process must include input from the student. In fact, “principals are legally required to ensure that all students who are 16 years of age or older are consulted in the development of the IEP”, according to the IEP Resource Guide (Ontario, 2004). Click here to access
- [Maintaining the School-Family Relationship](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/maintaining-the-school-family-relationship/) - Beyond the process of creating and implementing the IEP, there are some simple practices that can help foster collaboration between the school team and the family, which in turn increases the impact of the actions taken in the classroom. For effective communication on a continuous basis during the school year, using a two-way communication channel
- [Families and the IEP Process](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/families-and-the-iep-process/) - How Do Effective School-Family Relationships Relate to the IEP? The development of an Individual Education Plan (IEP) is an essential process in the continuous progress of students with special education needs. It is important to involve, include and support families throughout this process in order to ensure that they understand it and are comfortable with
- [Dealing with Conflict](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/developing-positive-partnerships/dealing-with-conflict/) - A positive school climate combined with a relationship of mutual respect can help professionals, parents, guardians, and educators work constructively together to address concerns related to programs and services before they become a source of conflict. However, even when approached with the best intentions, disagreement may arise over any aspect of the student’s program, such
- [Parental Perspectives](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/developing-positive-partnerships/parental-perspectives/) - Lawrence Barns, President & Chief Executive Officer of LDAO, and father of a son with LDs, reflects on his parent-teacher experiences: Question: What are the key components of an effective parent-teacher relationship? Answer: The greatest challenge, for both parents and teachers, is to effectively communicate. It may sound simple, but often conversations are disconnected because
- [Inclusivity and Cultural Considerations](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/developing-positive-partnerships/inclusivity-and-cultural-considerations/) - Adapted from the LD@school article “Inclusive and Equitable Teaching Practices” written by Idrine Matenda-Zambi Unfortunately, for many racialized students and their families, school is not always a welcoming place. This is where they are sometimes confronted with biases and stereotypes that they need to deal with, such as arbitrary punishments, and intense scrutiny for any
- [Understanding the Importance of the School-Family Relationship for Students with LDs](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/understanding-the-importance-of-the-school-family-relationship-for-students-with-lds/) - The quality of the school-family relationship has a direct impact on student well-being and success. In fact, it has been shown that, among other things, collaboration between teachers, workers, and parents enhances interventions with students, including those with learning or adjustment difficulties, and builds better student-teacher relationships. The parents of children with LDs or other
- [Developing Positive Partnerships](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/developing-positive-partnerships/) - Lynn Ziraldo, former Executive Director with the Learning Disabilities Association of York Region, maintains that a positive school climate can help professionals, parents, guardians, and educators work constructively together to address concerns related to programs and services before they become a source of conflict (Ziraldo, 2016). Ziraldo identifies the following steps to promoting a positive
- [Writing](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/writing/) - The Reading-Writing Connection Research has shown that there are significant correlations between reading and writing abilities both with children performing at grade level expectations and children with reading challenges [1]. Thus reading instruction needs to incorporate writing instruction as well. Language processing abilities are shared by the two complex psychological processes of reading and writing [2]. Writing is often thought
- [Self-Reflection](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/reflection/) - Reflecting on your current teaching practice... 1) How often do you use the following instructional strategies? How could you improve your practice? What challenges do you face to putting this in action? 2) On a scale from one to five, how effectively do you feel you are implementing and differentiating each of the following components
- [Evaluation](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/evaluation/) - Evaluation of Learning Module Please take a few minutes to provide feedback on this learning module by clicking on the link below. Your insights will help us improve future modules, and would be much appreciated! Click here to take the survey
- [Conclusion](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/conclusion/) - Congratulations! You have completed Supporting Early Literacy in Alignment with the Right to Read Report, a learning module developed by LD@school. You should now be able to: Understand LDs in reading and how they may present in the primary classroom Understand the components of effective reading instruction for students in grades 1-3 Identify strategies, interventions, and
- [Learn More](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/learn-more/) - Related Resources on the LD@school Website Click here to access the article Know the Facts about Reading Click here to listen to the TalkLD podcast episode The Science of Reading Part 1: The Five Pillars Click here to listen to the TalkLD podcast episode The Science of Reading Part 2: Developing Reading Skills Click here to view the Webinar
- [Promoting the School-Family Relationship: Through the IEP and Beyond](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/) - This module presents the ways in which educators and other school board professionals can work with students and families to help students with LDs to succeed in their education and will provide guidance, strategies, and tools to help build strong school-family relationships.
- [Introduction](https://www.ldatschool.ca/learning-modules/promoting-the-school-family-relationship/introduction/) - All parents play an important role throughout their child's education. "Parents are vital partners in education. They influence their children’s attitudes about learning and support learning at home. They are a vital link between home and school. And when they become involved in the life of the school, they make our schools better places to
- [Comprehension](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/comprehension/) - Comprehension is one of the goals of reading instruction [1]. While a student may be an effective decoder, able to read a passage quickly and without errors, they must understand what they are reading in order to become proficient readers. Reading comprehension relies on the reader’s prior knowledge and their active engagement to construct meaning from
- [Motivation to Read](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/motivation/) - For many students with LDs, learning to read is the hardest task they face at school in the primary years. Experiencing ongoing difficulties can lead to frustration, anxiety, and experiential avoidance [1]. This is why it is crucial that educators pay attention to motivational factors, and make reading a positive experience for all students, especially those experiencing difficulty.
- [Morphological Approaches](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/vocabulary/morphological/) - The following section of the module is an adapted excerpt from an LD@school article. Click here to access the original article, Learning to Read: The Importance of Both Phonological and Morphological Approaches. Whereas phonemes are the smallest units of sound in a language, morphemes are the smallest units of meaning in a language – either in whole words or in parts of words. Morphology,
- [Word Study](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/vocabulary/word-study/) - In addition to the phonological and morphological approaches, word study is an effective tool for teaching decoding skills. Often associated with spelling instruction, word study gives students opportunities to be “word detectives”, investigating and understanding patterns in words. This helps them learn that these patterns can be used for spelling, reading, and writing [1]. Word study
- [Fluency](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/fluency/) - Fluency describes when students are able to read quickly, accurately, and with expression (also referred to as prosody). They not only recognize words automatically, but also group them together into grammatical phrases, which enhances their ability to interpret and understand the text [1]. “Children who do not develop fluency, no matter how bright they are, will
- [Phonological Awareness](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/phonological-awareness/) - Phonological awareness is an umbrella term that refers to the ability to think about the sounds that make up spoken language. It includes being able to: Hear and break sentences down into individual words Hear and break words down into syllables Hear and break syllables down into smaller chunks, called onsets and rimes (e.g., pat can be broken down into the onset “p” and the rime
- [Vocabulary](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/vocabulary/) - Vocabulary knowledge plays a critical role in children’s ability to read. Not surprisingly, research has shown that vocabulary knowledge is one of the factors that directly determines reading comprehension ability [1]. Beginning readers have great difficulty comprehending words that are not part of their oral vocabulary [2]. Given this fact, with young children through grade 3, it is
- [Letter-Sound Correspondence](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/5-pillars/letter-sound-correspondence/) - Alternatively known as “alphabet knowledge” or grapheme-phoneme correspondence, letter-sound correspondence is, at its simplest, knowing the names and sounds of all the letters. Letter-sound correspondence is taught through phonics, a systematic and structured way of teaching the relationships between the sounds and symbols used by our language. Phonics first teaches children the sound(s) made by each individual
- [Struggling Readers and LDs](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/learning-disabilities/) - Learning Disabilities and Reading Learning disabilities (LDs) are brain-based difficulties that reflect impairments in one or more of the psychological processes. The majority of students with identified LDs struggle with some aspect of reading. In fact, it is estimated that 89% [1] of individuals with LDs have an LD in the area of reading. Even students who have not
- [Conclusion](https://www.ldatschool.ca/learning-modules/udl-di/conclusion/) - Whether you are planning lessons using UDL or responding to specific student needs with differentiated instruction, both frameworks have common features which centre students. Both consider student strengths and needs while providing flexibility. Most importantly, UDL and DI keep high student expectations and standards. The learning objectives remain the same for all students in your
- [Certificate](https://www.ldatschool.ca/learning-modules/udl-di/certificate/) - Congratulations! You have completed "Planning for and Responding to Learning Needs with Universal Design for Learning and Differentiated Instruction", a learning module developed by LD@school. You should now be able to: Understand the similarities and differences between UDL and DI Learn how to plan lessons with UDL to ensure that all students are able to
- [Learn More](https://www.ldatschool.ca/learning-modules/udl-di/learn-more/) - Related Resources from the LD@school website: Universal Design for Learning (UDL) Differentiated Instruction Webinar Recording: Supporting Students from the Ground Up – Universal Design to support students with LDs in the Inclusive Classroom How to Make Equity, Diversity, and Inclusion (EDI) A Priority in Your Math Classes Learning Module: Helping Students with LDs Navigate Secondary
- [Supporting Early Literacy in Alignment with the Right to Read Report](https://www.ldatschool.ca/learning-modules/supporting-early-literacy/) - This module is intended to provide an introductory overview of the components of reading instruction in the primary years, and how to tailor instruction to meet the needs of struggling readers, some of whom may have learning disabilities (LDs). The module will present the various ways that LDs can affect reading development,...
- [How to Differentiate](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/how-to-differentiate/) - Once you know and understand the students in front of you, differentiation starts with a specific learning objective. Begin with clearly identifying and clearly communicating what you want students to: Know Understand Do By considering student readiness, interests, and learning profile (your student’s starting point) in addition to what you want them to know, understand,
- [Teacher-Led Differentiation](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/how-to-differentiate/teacher-led-differentiation/) - Tomlinson’s article, “What is Differentiated Instruction?” (Click here to access the article.) provides specific examples of how elementary teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Differentiating Content: Using reading materials at varying readability levels; Putting text materials on tape; Using spelling or vocabulary lists at readiness
- [Collaborating with students](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/how-to-differentiate/collaborating-with-students/) - Another method of differentiation, that is especially helpful when working with older students, is a collaborative model. Developed by Laurie Faith, Activated Learning (AL) is very simple. It asks teachers to add a 5-minute, whole class discussion to their instruction. During this conversation, students and teachers discuss the obstacles they will face in specific assignments
- [What to Differentiate](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/what-to-differentiate/) - According to researcher Carol Ann Tomlinson, differentiated instruction (DI) is based on the idea that because students differ significantly in their strengths, interests, learning styles, and readiness to learn, it is necessary to adapt instruction to suit these differing characteristics. Differentiated instruction is a flexible form of instruction that allows educators to vary the content, processes,
- [What guides Differentiation?](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/what-guides-differentiation/) - According to Learning for All “gaps in achievement can be measured in terms of various factors, such as gender, ethnocultural background, socio-economic status, special education needs, language proficiency, or number of credits accumulated by the end of a particular grade.” [1] How can educators differentiate instruction to close student gaps, maximize learning, capitalize on strengths and
- [More CAST Resources](https://www.ldatschool.ca/learning-modules/udl-di/planning-using-udl/more-cast-resources/) - CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. CAST provides a variety of free learning tools for educators, including: Top 10 UDL Tips for Designing an Engaging Learning Environment UDL Tips for Developing Learning Goals Tips for Accessible Educational Materials UDL Tips
- [Section 2: Responding to student strengths and needs with DI](https://www.ldatschool.ca/learning-modules/udl-di/section-2-di/) - Differentiating does not mean creating 25 unique lesson plans for 25 different students. Rather, it means regularly examining our practices to respond to students’ learning needs and consider alternatives that will enhance and deepen their learning.
- [Equity in lesson planning](https://www.ldatschool.ca/learning-modules/udl-di/planning-using-udl/equity-in-lesson-planning/) - Equity in lesson planning Universal Design for learning is deeply entwined with equity. UDL allows educators to plan lessons that are fair, inclusive, and respectful of individual student strengths and needs. However, these lessons are not necessarily equal. Equality means that students are treated the same way and that differences are ignored. Equity, on the other
- [Using Assistive Technology](https://www.ldatschool.ca/learning-modules/udl-di/planning-using-udl/using-at/) - Assistive technology is an indispensable tool for removing barriers to education for students with learning disabilities. Equitable use of assistive technology begins with a detailed discussion about the unique strengths and needs of the student. Assessment data such as psychological testing, academic testing, and personal information is readily available for students with an identified learning
- [Section 1: Planning lessons with all students’ strengths and needs in mind using UDL](https://www.ldatschool.ca/learning-modules/udl-di/planning-using-udl/) - Planning Using UDL Universal Design for Learning, developed by CAST (Center for Applied Special Technology), can be used when designing lessons to remove barriers and maximize student learning. To optimize teaching and learning for all your students, including those with learning disabilities, it is important to plan lessons that provide: [1] (https://www.cast.org/)
- [What is Universal Design for Learning?](https://www.ldatschool.ca/learning-modules/udl-di/introduction/what-is-udl/) - ​​Education has borrowed the concept of “universal design” from architecture. This approach to design believes that removing features that present barriers for some will likely benefit many others as well. What is necessary for some is good for others. Universal Design for Learning (UDL) is a research-based framework for designing curricula - that is, educational
- [Introduction](https://www.ldatschool.ca/learning-modules/udl-di/introduction/) - Universal design for learning (UDL) and Differentiated Instruction (DI) are two educational approaches that overlap in many ways. Both approaches: Are student-centred Maintain high standards and expectations for all students Allow flexibility in how information is shared and processed, as well as how students show their learning Consider student strengths and needs Provide students with

## TF Header - Footer Template

- [Header](https://www.ldatschool.ca/tf_header_footer/header/)

## Documents

- [Evidence-Based Assessment in the Science of Reading: Cheat sheet - Comparing and Contrasting Assessment Purposes](https://www.ldatschool.ca/document/evidence-based-assessment-in-the-science-of-reading-cheat-sheet-comparing-and-contrasting-assessment-purposes/)
- [Making the Change to Evidence-Based Literacy Instruction: A guide for system leaders selecting and implementing reading programs.](https://www.ldatschool.ca/document/making-the-change-to-evidence-based-literacy-instruction-a-guide-for-system-leaders-selecting-and-implementing-reading-programs/)
- [Parent Reading Guide: What parents need to know about reading skills and struggling readers](https://www.ldatschool.ca/document/parent-reading-guide-what-parents-need-to-know-about-reading-skills-and-struggling-readers/)
- [Supporting Minds: An Educator's Guide to Promoting Students' Mental Health and Well-Being](https://www.ldatschool.ca/document/supporting-minds-an-educators-guide-to-promoting-students-mental-health-and-well-being/)
- [Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools](https://www.ldatschool.ca/document/creating-pathways-to-success-an-education-and-career-life-planning-program-for-ontario-schools/)
- [Caring and safe schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12](https://www.ldatschool.ca/document/caring-and-safe-schools-in-ontario-supporting-students-with-special-education-needs-through-progressive-discipline-kindergarten-to-grade-12/)
- [Including Students with Special Education Needs in French as a Second Language Programs:A Guide for Ontario Schools](https://www.ldatschool.ca/document/including-students-with-special-education-needs-in-french-as-a-second-language-programsa-guide-for-ontario-schools/)
- [Learning for All: A Guide to Effective Assessment for All Students, Kindergarten to Grade 12](https://www.ldatschool.ca/document/learning-for-all-a-guide-to-effective-assessment-for-all-students-kindergarten-to-grade-12/)
- [Errorless/Keystone Approaches for  Proactive Classroom Management](https://www.ldatschool.ca/document/errorless-keystone-approaches-for-proactive-classroom-management/)
- [Preventative and Corrective Approaches to Behaviour Management](https://www.ldatschool.ca/document/preventative-and-corrective-approaches-to-behaviour-management/)
- [Example Classification of Behavioural Concerns](https://www.ldatschool.ca/document/example-classification-of-behavioural-concerns/)
- [Example Student Behaviour Matrix](https://www.ldatschool.ca/document/example-student-behaviour-matrix/)
- [Mindfulness Practices for the Classroom](https://www.ldatschool.ca/document/mindfulness-practices-for-the-classroom/)
- [Mental Health & LDs: Myths and Facts](https://www.ldatschool.ca/document/mental-health-lds-myths-and-facts-2/)
- [Strategies for Addressing Student Stressors in the Classroom](https://www.ldatschool.ca/document/strategies-for-addressing-student-stressors-in-the-classroom/)
- [Social Competence Tip Sheet](https://www.ldatschool.ca/document/social-competence-tip-sheet/)
- [Self-Assessment for Intermediate/Senior Students](https://www.ldatschool.ca/document/self-assessment-for-intermediate-senior-students/)
- [Self-Assessment for Junior Students](https://www.ldatschool.ca/document/self-assessment-for-junior-students/)
- [Self-Assessment Form for Primary Students](https://www.ldatschool.ca/document/self-assessment-form-for-primary-students/)
- [Twice Exceptional: Gifted Students with LDs Infographic](https://www.ldatschool.ca/document/twice-exceptional-gifted-students-with-lds-infographic/)
- [Educator Support Guide for Transition Planning](https://www.ldatschool.ca/document/educator-support-guide-for-transition-planning/)
- [Understanding Working Memory and Learning Disabilities Infographic](https://www.ldatschool.ca/document/understanding-working-memory-and-learning-disabilities-infographic/)
- [Effective Teacher-Parent Partnerships Fact Sheet](https://www.ldatschool.ca/document/effective-teacher-parent-partnerships-fact-sheet/)
- [Teaching Fractions: A Few Cautionary Notes](https://www.ldatschool.ca/document/teaching-fractions-a-few-cautionary-notes/)
- [Backward Design for Explicit Instruction Template](https://www.ldatschool.ca/document/backward-design-for-explicit-instruction-template/)
- [Lesson Plan: Using the Concrete-Representational-Abstract Approach to Investigate Adding and Subtracting Integers](https://www.ldatschool.ca/document/lesson-plan-using-the-concrete-representational-abstract-approach-to-investigate-adding-and-subtracting-integers/)
- [Lesson Plan: Using Straws to Understand Place Value](https://www.ldatschool.ca/document/lesson-plan-using-straws-to-understand-place-value/)
- [Strategies for Promoting Math Problem-Solving](https://www.ldatschool.ca/document/strategies-for-promoting-math-problem-solving/)
- [Strategies for Promoting Math Computation and Fluency](https://www.ldatschool.ca/document/strategies-for-promoting-math-computation-and-fluency/)
- [Brain Areas and Math Skills](https://www.ldatschool.ca/document/brain-areas-and-math-skills/)
- [Counting to 99 - Card Game Rule Sheet](https://www.ldatschool.ca/document/counting-to-99-card-game-rule-sheet/)
- [York Math Waterfall Chart: How Processing Affects Mathematics Learning](https://www.ldatschool.ca/document/york-math-waterfall-chart-how-processing-affects-mathematics-learning/)
- [FASTDRAW Mnemonic Handout](https://www.ldatschool.ca/document/fastdraw-mnemonic-handout/)
- [RIDGES Mnemonic Handout](https://www.ldatschool.ca/document/ridges-mnemonic-handout/)
- [SIGNS Mnemonic Handout](https://www.ldatschool.ca/document/signs-mnemonic-handout/)
- [SOLVE Mnemonic Handout](https://www.ldatschool.ca/document/solve-mnemonic-handout/)
- [DRAW Mnemonic Handout](https://www.ldatschool.ca/document/draw-mnemonic-handout/)
- [FOIL Mnemonic Handout](https://www.ldatschool.ca/document/foil-mnemonic-handout/)
- [BEDMAS Mnemonic Handout](https://www.ldatschool.ca/document/bedmas-mnemonic-handout/)
- [Disclosure Chart for Post-Secondary Settings](https://www.ldatschool.ca/document/disclosure-chart-for-post-secondary-settings/)
- [Post-Secondary Transition Planning for Students with LDs Checklist](https://www.ldatschool.ca/document/post-secondary-transition-planning-for-students-with-lds-checklist/)
- [Elementary to Secondary Transition Planning Checklist for Students with LDs](https://www.ldatschool.ca/document/elementary-to-secondary-transition-planning-checklist-for-students-with-lds/)
- [COPS Strategy for Reviewing Writing](https://www.ldatschool.ca/document/cops-strategy-for-reviewing-writing/)
- [PLAN & WRITE Strategy to Guide the Writing Process](https://www.ldatschool.ca/document/plan-write-strategy-to-guide-the-writing-process/)
- [TOWER Strategy for Starting and Organizing a Paper](https://www.ldatschool.ca/document/tower-strategy-for-starting-and-organizing-a-paper/)
- [PLEASE Strategy for Planning and Writing Paragraphs](https://www.ldatschool.ca/document/please-strategy-for-planning-and-writing-paragraphs/)
- [Teaching Secondary Students to Write Effectively: An Educator's Practice Guide](https://www.ldatschool.ca/document/teaching-secondary-students-to-write-effectively-an-educators-practice-guide/)
- [Conceptual Organizer Template](https://www.ldatschool.ca/document/conceptual-organizer-template/)
- [Mind Map Template](https://www.ldatschool.ca/document/mind-map-template/)
- [Likes/Dislikes Idea Generator](https://www.ldatschool.ca/document/likes-dislikes-idea-generator/)
- [Word Association Diagram](https://www.ldatschool.ca/document/word-association-diagram/)
- [The KWL Strategy Handout](https://www.ldatschool.ca/document/the-kwl-strategy-handout/)
- [Interventions for Reading Comprehension (3+)](https://www.ldatschool.ca/document/interventions-for-reading-comprehension-3/)
- [Interventions for Reading Comprehension (K-2)](https://www.ldatschool.ca/document/interventions-for-reading-comprehension-k-2/)
- [Interventions for Reading Fluency (3+).](https://www.ldatschool.ca/document/interventions-for-reading-fluency-3/)
- [Interventions for Word Recognition/Automaticity (3+)](https://www.ldatschool.ca/document/interventions-for-word-recognition-automaticity-3/)
- [Interventions for Reading Fluency (K-2)](https://www.ldatschool.ca/document/interventions-for-reading-fluency-k-2/)
- [Interventions for Word Recognition/Automaticity (K-2)](https://www.ldatschool.ca/document/interventions-for-word-recognition-automaticity-k-2/)
- [Interventions for Sound/Symbol Association and Phonetic Coding (3+)](https://www.ldatschool.ca/document/interventions-for-sound-symbol-association-and-phonetic-coding-3/)
- [Interventions for Sound/Symbol Association and Phonetic Coding: Pre-K to Grade 2](https://www.ldatschool.ca/document/interventions-for-sound-symbol-association-and-phonetic-coding-pre-k-to-grade-2/)
- [Brain Areas and Comprehension Skills](https://www.ldatschool.ca/document/brain-areas-and-comprehension-skills/)
- [Brain Areas and Reading Skills](https://www.ldatschool.ca/document/brain-areas-and-reading-skills/)
- [QRAC the Code - Reading Comprehension Worksheet](https://www.ldatschool.ca/document/qrac-the-code-reading-comprehension-worksheet/)
- [Strategies to Support Students with LDs ‘Reading to Learn’ in Science](https://www.ldatschool.ca/document/strategies-to-support-students-with-lds-reading-to-learn-in-science/)
- [Build-a-Word Game](https://www.ldatschool.ca/document/build-a-word-game/)
- [Venn Diagram](https://www.ldatschool.ca/document/venn-diagram/)
- [Comparison Chart](https://www.ldatschool.ca/document/comparison-chart/)
- [Sequential Organizer](https://www.ldatschool.ca/document/sequential-organizer/)
- [Early Literacy Story Map Template](https://www.ldatschool.ca/document/early-literacy-story-map-template/)
- [Mental Health & LDs: Myths and Facts](https://www.ldatschool.ca/document/mental-health-lds-myths-and-facts/)
- [Learning Experience Snapshot](https://www.ldatschool.ca/document/learning-experience-snapshot/)
- [Snapshot of the Level of Well-being](https://www.ldatschool.ca/document/snapshot-of-the-level-of-well-being/)
- [Transition to Work - Checklist](https://www.ldatschool.ca/document/transition-to-work-checklist/)
- [Homework Support Plan](https://www.ldatschool.ca/document/homework-support-plan/)
- [Homework Trouble-Shooter](https://www.ldatschool.ca/document/homework-trouble-shooter/)
- [Road to Reading Infographic](https://www.ldatschool.ca/document/road-to-reading-infographic/)
- [Know the Facts About Reading](https://www.ldatschool.ca/document/know-the-facts-about-reading/)
- [Supporting Oral Language in the Classroom: Educator Toolkit](https://www.ldatschool.ca/document/supporting-oral-language-in-the-classroom-educator-toolkit/)
- [York Waterfall Chart - Understanding Learning Disabilities: How Processing Affects Learning](https://www.ldatschool.ca/document/york-waterfall-chart-understanding-learning-disabilities-how-processing-affects-learning/)
- [Common Causes of Phonics Instructional Failure](https://www.ldatschool.ca/document/common-causes-of-phonics-instructional-failure/)
- [Characteristics of Strong Phonics Instruction](https://www.ldatschool.ca/document/characteristics-of-strong-phonics-instruction/)

## Categories

- [Uncategorized](https://www.ldatschool.ca/category/uncategorized/)
- [Technology](https://www.ldatschool.ca/category/technology/)
- [IEPs](https://www.ldatschool.ca/category/ieps/)
- [Educator Supports](https://www.ldatschool.ca/category/educator-supports/)
- [Literacy](https://www.ldatschool.ca/category/literacy/)
- [Math](https://www.ldatschool.ca/category/math/)
- [Mental Health & Well-Being](https://www.ldatschool.ca/category/mental-health-well-being/)
- [Behaviour](https://www.ldatschool.ca/category/behaviour/)
- [Executive Function](https://www.ldatschool.ca/category/executive-function/)
- [Self-Advocacy](https://www.ldatschool.ca/category/self-advocacy/)
- [Dual Diagnosis](https://www.ldatschool.ca/category/dual-diagnosis/)
- [Assessment & Evaluations](https://www.ldatschool.ca/category/assessment-evaluations/)
- [Transitions](https://www.ldatschool.ca/category/transitions/)
- [Artificial Intelligence](https://www.ldatschool.ca/category/artificial-intelligence/)
- [Equity & Inclusion (EDIA)](https://www.ldatschool.ca/category/equity-inclusion-ediaprimary/)
- [Parent/Caregiver Support](https://www.ldatschool.ca/category/parent-caregiver-support/)
- [ADHD](https://www.ldatschool.ca/category/adhd/)

## Tags

- [Evidence-Based](https://www.ldatschool.ca/tag/evidence-based/)
- [Intermediate (7-10)](https://www.ldatschool.ca/tag/intermediate-7-10/)
- [Junior (4-6)](https://www.ldatschool.ca/tag/junior-4-6/)
- [Senior (11-12)](https://www.ldatschool.ca/tag/senior-11-12/)
- [Supplementary Resources](https://www.ldatschool.ca/tag/supplementary-resources/)
- [Article](https://www.ldatschool.ca/tag/article/)
- [Practice-Informed](https://www.ldatschool.ca/tag/practice-informed/)
- [Primary (K-3)](https://www.ldatschool.ca/tag/primary-k-3/)
- [Evidence-Informed](https://www.ldatschool.ca/tag/evidence-informed/)
- [Video](https://www.ldatschool.ca/tag/video/)
- [Webinar](https://www.ldatschool.ca/tag/webinar/)
- [Learn at Home](https://www.ldatschool.ca/tag/learn-at-home/)
- [Ask the Experts](https://www.ldatschool.ca/tag/ask-the-experts/)
- [Right To Read](https://www.ldatschool.ca/tag/right-to-read/)
- [Podcast](https://www.ldatschool.ca/tag/podcast/)
- [Success Stories](https://www.ldatschool.ca/tag/success-stories/)
- [Literacy](https://www.ldatschool.ca/tag/literacy/)
- [ask](https://www.ldatschool.ca/tag/ask/)
- [Diversity Equity & Inclusion](https://www.ldatschool.ca/tag/diversity-equity-inclusion/)
- [Educators' Exchange](https://www.ldatschool.ca/tag/educators-exchange/)
- [math](https://www.ldatschool.ca/tag/math/)
- [parent support](https://www.ldatschool.ca/tag/parent-support/)
- [Collaboration](https://www.ldatschool.ca/tag/collaboration/)
- [IEPs](https://www.ldatschool.ca/tag/ieps/)
- [Professional Judgement](https://www.ldatschool.ca/tag/professional-judgement/)
- [policy](https://www.ldatschool.ca/tag/policy/)
- [Universal Design for Learning](https://www.ldatschool.ca/tag/universal-design-for-learning/)
- [Assistive Technology](https://www.ldatschool.ca/tag/assistive-technology/)

## Document Categories

- [Literacy](https://www.ldatschool.ca/document-category/literacy/)
- [Understanding LDs](https://www.ldatschool.ca/document-category/understanding-lds/)
- [Educator Supports](https://www.ldatschool.ca/document-category/educator-supports/)
- [Student Handout](https://www.ldatschool.ca/document-category/student-handout/)
- [Transitions](https://www.ldatschool.ca/document-category/transitions/)
- [Parent Handout](https://www.ldatschool.ca/document-category/parent-handout/)
- [Mental Health & Well-Being](https://www.ldatschool.ca/document-category/mental-health/)
- [Graphic Organizer](https://www.ldatschool.ca/document-category/graphic-organizer/)
- [Math](https://www.ldatschool.ca/document-category/math/)
- [Behaviour](https://www.ldatschool.ca/document-category/behaviour/)
- [Ministry Documents](https://www.ldatschool.ca/document-category/ministry-documents/)

## File Types

- [pdf](https://www.ldatschool.ca/file_type/pdf/)