Series: LDAC Fact Sheet
If a child has difficulties in learning, early intervention can make a significant difference in his development. This fact sheet offers parents and teachers a quick guide to the areas of intellectual and social development children must master to become successful learners. The authors note that children who develop delays in any of the areas will benefit from comprehensive professional assessment.
The areas of development include perception; memory; listening comprehension and expressive language; reasoning; writing mechanics; social skills; maturation; and attention.
Lessons in Learning – April 15, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Poor mental health in Canadian schoolchildren poses a significant risk to their academic development and puts them at greater risk of suicide, substance abuse, and dropping out.
The authors of this paper note that schools can lead the way in implementing public health strategies designed to prevent and detect mental health disorders among young people. Two types of school-based mental health strategies show promise: mental health awareness and education programs, and mental health screening programs.
They point to programs like one tested in junior and senior high schools in Alberta, where students participated in workshops designed to increase their knowledge and understanding of mental health issues.
In the United States, a mental health screening program called TeenScreen has been implemented in 42 states. Participation is voluntary and students complete a questionnaire that screens for depression, anxiety, and substance abuse. Participants whose results indicate they are at risk are given on-site counselling and their parents are offered assistance in accessing mental health services.
Authors: Gregory S. McKenna
This report explores the relationship between self-reported Learning Disabilities (LD) and low literacy performance, using the Canadian portion of the data from the 2003 International Adult Literacy and Life Skills Survey (IALSS).
Specifically, the author focuses on two issues: the influence of LD status on prose literacy scores, after controlling for a number of variables known to affect literacy; and whether the variables most strongly associated with LD are the same as those for low literacy skill.
Based on his observations, the author concludes that learning disabilities and low literacy should be recognized as being so closely related that differentiating between them is unnecessary and overly burdensome to both individuals and to the education system.
At the same time, learning disabilities are not the only reason for poorly developed reading skills and it is better to provide assistance to all who need it by tailoring services according to need.
Lessons in Learning - February 16, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Learning opportunities for Canadians with disabilities are slowly improving because of technological advances that help them to overcome limitations, and because society is increasingly willing to eliminate the barriers that restrict their activities. However, the authors of this paper argue that there is still ample room for improvement.
Studies suggest that Canadians with disabilities are not achieving the same positive learning outcomes as non-disabled Canadians, nor are they reaping the same benefits in the labour market, the authors point out.
Ensuring a fuller range of opportunities for Canadians with disabilities will require a multi-lateral approach that includes changing attitudes toward people with disabilities; providing support for parents of children facing disabling conditions; creating conditions to ensure school success; encouraging and supporting further education; and accommodating people with disabling conditions in the workplace and community.
Limitations on learning can arise directly from disabling conditions, or they can be imposed by society’s unwillingness to alleviate restrictions on the activities of people with disabilities, the authors say. In either case, removing those limitations would benefit all Canadians by ensuring that those with disabilities have richer opportunities to learn and to make contributions to society.
Authors: Hugo Kerr
In this book the author examines the concept of dyslexia. He begins by looking at the cognitive psychology of literacy, that is, how the brain works when it reads, writes or spells. He then looks at some interesting and unusual new ideas such as the powerful effect of affect on learning and performance, the significance of learned helplessness to learning and literacy and the enigma of consciousness in our teaching. In his final chapter, he turns his attention to developmental dyslexia, offering a thorough but sceptical scrutiny of this subject.
This book has been organized into the following eight chapter and includes chapter notes and several appendices:
Introduction - in defence of cognitive psychology and what's in this book and how it may be used
Chapter One -Some basic neurology
Chapter two - Language management.
Chapter three - The Great Debate or ‘Reading Wars’.
Chapter Four - Reading: what is it and how do we do it?
Chapter Five - The background to spelling
Chapter Six - The meta-issue
Chapter Seven - Literacy and affect
Chapter Eight - Dyslexia
Toward a "Whole Life" Perspective on Learning Disabilities in Adult Literacy Settings
This review presents a selection of recent research on learning disabilities in adult literacy settings and considers the implications of this research for supporting professional development in adult literacy settings. It includes a conceptual framework that draws together the major strands of learning disability research into a cohesive tool to inform teaching, learning and professional development strategies. This document is organized into four sections:
1 - Introduction
2 - Definitions of learning disabilities
3 - A “whole life” approach to learning
4 - Recommendations for implementing “whole life” conceptual framework to learning disabilities through education policy and practice, professional development strategies and further research.
Authors: Louise Brazeau-Ward
This document, written in clear language, offers a starting point for those who want to learn more about dyslexia. The author has included information on the causes and characteristics of dyslexia and describes the dyslexic way of learning.
The author outlines the kinds of accommodations that may be needed in course requirements and testing. The document also includes a sample request for accommodation and a form to be attached to the student’s work.
This PowerPoint-style document offers an overview of the variety of psycho-social problems that may accompany learning disabilities.
The authors begin by explaining why people with learning disabilities may be vulnerable to mental-health problems and go on to discuss some of the behaviour and compensatory effects that may be exhibited.
The authors present a need-based intervention model for helping people with learning disabilities. They have also included a section on what the individual can do to help himself.
Annotated listing of resources appropriate for learners with intellectual/developmental challenges
Authors: Richard Lockert
The Saskatchewan Association of Rehabilitation Centres (SARC) Literacy Needs Project was initiated in October 1998 to assess and begin to address the literacy needs of persons with intellectual / developmental (and other) disabilities. The primary objectives of the project were to:
- Assess literacy needs and to identify existing barriers to literacy;
- Research and catalogue appropriate literacy materials and resources;
- Purchase appropriate literacy materials and resources for a modest SARC / SARCAN Literacy Resource Centre collection;
- Promote literacy for persons with disabilities in Saskatchewan;
- Hold literacy presentations to raise awareness and exchange information;
- Plan for future literacy initiatives that SARC may pursue.
This resource is available from: SARC, 111 Cardinal Crescent, Saskatoon, SK S7L 6H5 Tel. (306) 933-0616, Fax (306) 653-3932, E-mail: email@example.com It is also available online at : http://www.nald.ca/fulltext/sarc/cover.htm (01.07.04)
Series: Best Practice and Innovations
Authors: Patricia Hatt
This document deals with adults who have learning disabilities. Different aspects of the concept of learning disabilities are presented in this manual in simple terms. True stories of adults with learning difficulties contribute to the different parts of the manual. There are also many references to books, videos and websites that people can have access to for more information.
The goal of this series is to provide important information on three topics of high priority to the literacy community and to highlight new, innovative, and successful practice relevant to LBS-funded agencies across Ontario.