Learning Disabilities Association of Halton

People for Education Report on Special Education Caps

LDAH — Sun, 13 May 2012 01:41:03 +0000

The People for Education Report on Special Education, released last week, has created a media stir about the issue of caps on assessments.

You;ll find several articles written about it in your local media. We encourage your response to the report either in your local papers or comment directly here

The Globe and Mail: Half of Ontario Schools Cap Assessments

The Toronto Star: Caps mean Special Education Students Not Getting Help

Spotting Dyslexia May Be Possible Before Kids Learn to Read

LDAH — Thu, 03 May 2012 01:51:09 +0000

For people with dyslexia, problems recognizing words can make life difficult. Children usually aren’t diagnosed until elementary school, when it becomes clear they’re struggling with reading. But scientists say it could be possible to diagnose and help kids much earlier by identifying problems with visual attention — long before they learn to read.

Read the full article here

Solutions for Learning Conference – Now Available for Viewing on Cogeco TV

LDAH — Thu, 03 May 2012 01:12:34 +0000

Did you miss the conference? It’s not too late – you can still watch our two keynote speakers, Dr Guinevere Eden from Georgetown University in Washington D. C. and Dr. Maureen Lovett from the Hospital for Sick Children and the University of Toronto.

Many thanks to TVCogeco for recording the conference and replaying it.

The first video presentation is of Dr Eden and will air on May 3 2012 at 6:30 p.m, Channel 23 in Burlington, Oakville and Flamborough and Channel 14 and Channel 15 in Milton and Halton Hills.

The second video featuring Dr Lovett will appear on May 11th at 6:30 p.m on all the channels listed above.

Should you not be able to view the videos at these times, both keynote presentations will be available on TV Cogeco On Demand which is free to Cogeco subscribers.

LDAO Online Workshop – Partnering with Schools for Student Success

LDAH — Thu, 26 Apr 2012 22:22:22 +0000

The Learning Disabilities Association of Ontario, in partnership with Integra Children’s Mental Health Centre, is launching a newly revised online workshop for parents and those who are helping parents navigate the school system. The course is called Partnering with Schools for Student Success, and promotes a collaborative approach to advocacy, based on knowledge and understanding on both sides.

The seven units explore perspectives of parents and schools, promote an understanding of the needs of students and of special education and behaviour management processes in schools, and teach strategies for successful negotiation. Scenarios will be used to help illustrate the ideas presented.

The online course is offered in two versions:

Professionals, and others who are working with parents, will do assignments at the end of each unit, and submit a final case study, in order to receive a Certificate of Completion.

Parents can choose to take the course for their own information, without submitting assignments, for a reduced fee.

Participants will have access to a discussion board where they can share ideas.

The course will be moderated by Melissa Rowbotham, M.Ed., Manager of Community Consultation & Education at Integra, a children’s mental health centre serving children/youth with learning disabilities and their families, who has extensive experience doing workshops and presentations for Integra.

The seven units will be made available one week at a time over seven weeks, starting on Wednesday, May 9, 2012.

Cost: $350 ($300 LDAO member rate)

Parent version without certificate: $250 ($200 LDAO member rate)

To register select this link or go to www.LDAO.ca and select LDAO Resources, then Online Courses

For questions contact Diane Wagner: dianew@LDAO.c

OUTLINE

Unit 1: Partnership and Advocacy: Perspectives of Parents and Schools

Participants:

Will look at the meaning of advocacy in the context of effective partnerships with the school
Will examine their thoughts, feelings and beliefs regarding education and schools as these may influence their interaction with the school
Will consider how to understand the perspective of the school

Unit 2: Strategies and Models for Partnership and Advocacy

Participants:

Will become familiar with 4 models for planning advocacy efforts on behalf of a child
Will recognize the role of careful documentation and record-keeping
Will learn how to handle meetings and effectively use note-taking

Unit 3: Understanding How the Special Education System Works: The Education Act, IPRCs and IEPs

Participants:

Will learn how current legislation in the Education Act provides for students with special education needs
Will explore the legal context and processes of the IPRC and IEP
Will understand how to collaborate in development of an IEP
Will learn how to work on a ‘living IEP’ within the classroom environment

Unit 4: Understanding Psychological Assessment Reports

Participants:

Will understand the purpose of psychological assessments and the factors to be considered when recommending psychological testing
Will understand how core psychological concepts associated with learning disabilities and other disorders are assessed and interpreted
Will become comfortable in reading psychology reports and asking questions about reports

Unit 5: Understanding How Children Communicate Difficulty at School: Behaviour Problems as Communication

Participants:

Will understand that behaviour can act as a form of communication from the child
Will learn how to use a “team approach” to problem-solve and brainstorm possible reasons for inappropriate behaviour
Will understand how to use Behaviour Plans to prevent behaviour difficulties from escalating into disciple problems

Unit 6: Students with Special Education Needs and School Discipline Policies: Progressive Discipline, Mitigating Factors, Suspension and Expulsion

Participants:

Will understand what the school means by progressive discipline
Will become familiar with rules and requirements around suspension
Will learn about other ways students can be kept out of school, including Expulsion

Unit 7: Negotiation and Resolving Conflicts: Informal and Formal Processes

Participants:

Will understand some of the reasons that disputes and conflicts arise
Will learn methods which will allow them to collaborate with educators to prevent conflicts where possible and to resolve them quickly when they arise
Will understand options for using formal dispute resolution processes
Will gain an overview of effective ways to work through conflict by using negotiating skills.

Why Reading is Hard

LDAH — Wed, 25 Apr 2012 10:40:23 +0000

Why Reading is Hard Watch Catherine Snow, Harvard University, discuss issues around teaching children to read.

Free Online Workshop About Children with OCD

LDAH — Wed, 25 Apr 2012 10:08:45 +0000

CanChild has released a free online workshop about children with developmental coordination disorder (DCD). Developed through work with families, this creative workshop includes information, resources, videos and strategies that will empower parents to be able to self-manage and advocate for their children with DCD. We encourage you to take a look and to share this wonderful resource broadly.

For more information please click here

The International Dyslexia Association Publishes a New Study on Visual Attention & Dyslexia

LDAH — Wed, 25 Apr 2012 01:25:15 +0000

A recent study from the University of Padua, in Italy, argues that problems in visual attention may underline the difficulties that children with dyslexia have in learning to read. The researchers administered measures of visual spatial attention, speech-sound processing, and rapid color naming to kindergarten children (age 5, prior to formal reading instruction), and followed them for two years as they learned to read. Good and poor readers were identified in first and second grades.

Many Thanks to The Generous Sponsors of the Solutions for Learning Conference

LDAH — Thu, 29 Mar 2012 00:48:02 +0000

The Learning Disabilities of Halton is very appreciative of our sponsors who have generously contributed their support to the unique learning opportunity for teachers, parents and professionals offered by The Solutions for Learning Conference April 13 2012.

GOLD SPONSOR

SILVER SPONSOR

For over 30 years Sylvan Learning has been providing personalized learning plans for students of all levels and abilities. Locally Sylvan has centres in Oakville and Hamilton with additional locations opening soon in Burlington and Milton. Sylvan employs certified teachers who are familiar with the Ontario curriculum and IEPs. Contact one of our full time Educational Directors on (905) 469 6353 or email director@sylvan2learn.co

BRONZE SPONSORS

Beverley Frosch MiltonHomesonline.com

Sharon & Ed Dore

The Footprint Fund

Helen Wilks

International Dyslexia Association, Ontario Branch (ONBIDA) intervening in Supreme Court of Canada appeal that will consider the education and equality rights of students with severe learning disabilities

LDAH — Thu, 22 Mar 2012 01:53:28 +0000

March 19, 2012 – Toronto: On March 22, 2012, the Supreme Court of Canada will hear Moore v British Columbia (Ministry of Education), a case dealing with the education and equality rights of children with severe learning disabilities. The complainant is arguing that his son, Jeffrey Moore, who has dyslexia, did not receive the education he needed to address to his disability.

ONBIDA is an intervener in the appeal, and will be appearing and making arguments at the hearing on March 22. ONBIDA is asking the Supreme Court of Canada to recognize that children with learning disabilities – just like all other children – are entitled to an education that allows them to reach their full potential.

“Children living with learning disabilities, like dyslexia, should not be denied the full benefit of Canada’s public education,” says ONBIDA founder and former President, Sally Shearman.

“Equal access to education is essential to narrowing the gap in educational achievement between individuals with learning disabilities and the rest of Canadian society,” says ONBIDA’s current President Liisa Freure. “To give equal access, the school system must be sensitive to the specific needs of students with learning disabilities. A one-size-fits-all approach just doesn’t work. That is what is at stake in this case.”

To find out more information click here

What is the long-term impact of a teacher?

LDAH — Fri, 16 Mar 2012 01:13:35 +0000

A teacher’s “value-added” is defined as the average test-score gain for his or her students, adjusted for differences across classrooms in student characteristics (such as their previous scores). Is teacher value-added a good measure of teacher quality? Read this interesting article from Harvard University

The long-term effects of teachers