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Tag: learning disabilities

  • Lending a Helping Hand: Learning Disabilities

    Lending a Helping Hand: Learning Disabilities

    A learning disability is a general term used to identify a variety of learning problems. Many students are affected by learning disabilities, and this can have a great impact on their educational experiences.

    Having a learning disability does not at all mean that a student is unintelligent or lazy. Instead, it is likely that the student just perceives things differently, or the way that they learn and acquire information is different from others. There is nothing wrong with this—it is to do with a difference in brain activity and it is not a question of some students being “worth” more than others.

    There are many different types of learning disabilities that can affect any part of the educational process. For example, a common condition, dyslexia, causes difficulties for students when reading. Dyslexic students may have difficulty with clearly distinguishing between letters or words, understanding ideas in written passages, or gathering a complex vocabulary.

    Similarly, dyscalculia is a learning disability that has to do with numbers, sequences, and mathematical concepts. Students with dyscalculia may have trouble with memorizing number sequences, distinguishing between operations, or organizing calculations in a logical way. Other conditions that could cause difficulties for students include ADD/ADHD and visual or auditory impairments.

    These are just two examples of learning disabilities—in fact, there are many more conditions that can affect a student’s learning process. Knowing this, it is important to provide students with learning disabilities with resources and support so that they can reach their full potential when learning. It is crucial that all students have the opportunity to learn at their own pace, on their own terms, and in a way that suits their individual needs. In this way, no student is left behind.

    There are resources available to students with learning disabilities within the educational network. Guidance counselors, social workers, and youth psychologists are professionals to contact in order to determine the solution that works best for the student in question. An open line of communication between the teacher and the family is also crucial: it is important that the teacher knows about the student’s learning disability and takes steps to be inclusive and engaging.

    There are also many organizations and online resources that are dedicated to helping individuals with learning disabilities. The Learning Disabilities Association of Canada (http://www.ldac-acta.ca/) has excellent information on their website, and they provide a variety of services across Canada, in person (with offices in 10 provinces and 1 territory), as well as online. Furthermore, LD OnLine (http://www.ldonline.org/index.php), as the leading website on learning disabilities, disorders, and differences, provides extensive information and resources for all types of conditions that could affect a student’s educational progress.

    Finally, as an individual, it is important to be compassionate, understanding, and accommodating towards these students. Whether or not you are affected by a disability yourself, you must recognize the importance of treating others with respect, and ensuring that everyone has a fair opportunity to succeed, and feels part of the community.

    Sources:

    http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm

    http://www.ldac-acta.ca/

    http://www.ldonline.org/index.php

  • Stress Management for Youth with Learning Disabilities

    Stress Management for Youth with Learning Disabilities

    Stress is a normal part of everyday life. Sometimes a little stress can be a good thing. Like when you are nervous before a big test or a first date, stress can give you a needed burst of energy. Everyone wants to do well and be successful, and stress in small doses can even help you achieve your goals. There are also times when school or social situations can be overwhelming and the stress can paralyze you rather than push you into action. Be aware of how you feel, because this type of stress can be harmful to your health and emotional well-being.

    Understanding your stress and the things that make you feel “stressed out” can help you navigate through life better. Below are ten easy tips to help you reduce stress when you are feeling overwhelmed, emotionally exhausted, or more nervous and worried than usual.

    1)     What’s on your schedule?
    If you are feeling overwhelmed because you have many responsibilities, review your commitments and activities and decide if you want to do less. Choosing to do less may actually give you the opportunity to do what is left on your list even better than before. You may also want to alternate activities, choosing music lessons one semester at school and drama the next, allowing you to experience, learn and enjoy both activities.

    2)     Be proud of a job well done.
    Aiming for perfection is normal but not the most practical. Learn to feel good about doing a competent job rather than demanding perfection from yourself and others.

    3)     Hey, it’s okay to ask for help.
    If you require help in schoolwork, completing chores at home or at a job, ask someone for assistance. Asking for help is much better than not completing a job because you are not sure what to do.

    4)    Everybody loves sleep! Keep a bedtime schedule.
    Try going to bed at the same time every night. Getting enough sleep can help you both emotionally and physically, and can help you to better cope with any stressful moments that may come up during the day (at school, at work, with friends or parents.) Although it is tempting to stay up late and you don’t really feel tired, it’s important to stay on a schedule and make sure you get enough sleep each night.

    5) Get active and exercise every day.
    It’s true, exercise has been shown to reduce stress and depression. Making sure you get some exercise each day can help you to remain alert and help you focus on your schoolwork–this can help you have more energy for your extra-curricular activities too.

    6)    Eat right (healthy food is good for stress)
    Would you eat pizza every night if you could? That’s pretty normal for most teens, and while pizza is okay sometimes, it’s important that you eat healthy foods as part of a balanced diet. Salads, fresh veggies, fruits and whole grains are good for you! And just like thinking positively, eating healthy food can take some practice. Eating healthy foods can even help you to function better, especially in stressful situations.

    7)    Slow down; try relaxation techniques
    Deep breathing exercises, meditation or visualization techniques to help cope with daily stresses. These type of techniques can be used every day to help your mind stay balanced and can be used in highly stressful situations to help you cope immediately.

    8)    Good friends & family–develop your support network.
    Having people to talk to or people you can connect with when you need support is helpful. If you don’t already have a support system, think about who of your friends and family you can call on when you feel stressed and ask them if you can call them the next time you feel overwhelmed.

    9)    And don’t forget to have fun.
    So often our life can be filled with schoolwork, jobs, chores and tons of other things we “have to do.” Make sure to include activities in your day that you enjoy–being happy can help you relax.

  • Transition Programs for Students with Disabilities

    Transition Programs for Students with Disabilities

    One of the best ways students can get a sense of what to expect when beginning a post-secondary program is to talk with people who have first-hand experience in such programs. These people may be instructors or administrators at the college or university you plan to attend, or they could be other students who have already made the transition to postsecondary school.

    Transition programs are available in many parts of the country, and offer students the opportunity to gather information on the post-secondary experience. There are also initiatives that assist in the transition from school to work, providing valuable opportunities in a workplace environment. Most of these programs are led by students, professors and others from colleges and universities, and some even give participants the chance to spend time living in campus dormitories. Transition programs other than the ones listed here may be available. Contact your local postsecondary institutions to ask if they offer such opportunities.

     

  • Motivation Management with ADHD

    Motivation Management with ADHD

    Time management always makes me think of having to manage time to work, get things done, tackling my to-do list. Boring! And having an ADHD wired brain, if things are boring they are unlikely to get done. So managing time often does not happen. There is always something more fun that is on my list of things I “should” get done. Always something that takes my full attention and makes me unaware of time passing that I had planned to use to get something more mundane accomplished. Sometimes I get things done from my to-do list and I am really efficient about it. But when does this actually happen?

    I decided to start tracking when I was actually working on my to-do list. What did I do before these moments of focus and productivity? What did I do after? Sleep was a big one. There are some days that I wake up after having slept really well and I have time to get stuff done. My mind is clear, my energy is good, I am wide awake, and everything in the house is quiet. I don’t even need coffee to get me going on these mornings! Exercise is another one (I hear you groaning!). It’s true if I have a good workout. I need to sweat, have fun, and feel rejuvenated (not wiped out), then I am ready to go. A good workout makes me feel happy, focused, and energetic. Sorry to my office mates – there are times I skip the shower and sit right down and get working on my list of “stuff.”

    If you’re like me another great motivator to get stuff done is Play. If I have to get something done in order to have fun, I get to work. If I get to go on vacation after I send in a report that I have been putting off writing, that report gets finished so I can pack and leave. I admit that sometimes I wait until the last minute, but if I have a deadline that involves having fun, I will have ALL of my work done on time.

    I actually have my clients build their own time management strategies once they figure out what motivates them to get the “stuff” on their lists done. They use alarms on their phones, watches, clocks, paper planners, phone a friend, diet, exercise, various forms of to-do lists, incentives, consequences (no one has used electric shock yet, thankfully), and other forms of accountability. One thing I notice is if the focus is only on the work, most of the time they get little done.

    How do you use fun to motivate you to manage your time? This week notice each time you get “work” done. How did you do it? Did you make a deal with yourself? Was there a deadline? Did you eat well, get good sleep or go to the gym? Let us know what helps you “manage time.”

  • Self-Advocacy for Students with Learning Disabilities

    Self-Advocacy for Students with Learning Disabilities

    There may be times when you’ll need extra assistance or special adaptations in high school, college, or at a job. When you were young, your parents or care-giver likely worked with teachers and other school personnel to develop a plan for your success. However, as an adult you will have learn to be your own advocate. It is important, therefore, to learn self-advocacy early on. Let’s get started!

    The following are steps you can take to help get ready for the transition into adulthood:

    1) Get to know your LD.
    Learn about your diagnosis. Ask yourself: How does my LD impact my learning? Are there specific things my teacher or parents have done that work best for me (did visual cues or having a note taker or even taping classes help with my learning)? Understanding your own LD and what accommodations have worked for you in the past will help you in college and in the workplace and will ultimately help you be successful.

    2) Think about your (big and small) goals for the future.
    What do you want to accomplish in your life? Do you want to go to college or are you planning to go directly to work? Do you know what career you would like to pursue? Write down your goals, and make sure to break it down into the smaller steps that will help you reach your bigger goals.

    3) If you are having problems, meet with your teachers.
    Becoming an advocate for yourself means you will need take initiative to solve problems. If you find yourself having problems keeping up or your grades are slipping, ask your teacher to meet with you after class to discuss your concerns and help you find solutions.

    4) Get to know your strengths and weaknesses.
    Understanding your strengths will help you work on your goals and may even help in determining your career choice. The point of understanding your weaknesses is not to highlight all of your faults (and we all have them), but is instead meant to understand which areas of your life need more attention or where you may need more assistance.

  • Struggling Students under Stress: My Personal and Professional Perspectives

    Struggling Students under Stress: My Personal and Professional Perspectives

    As a student I struggled significantly with a reading and processing-related learning disability (LD) and, as a result, stress was a big part of my elementary and secondary school experiences. So it’s no coincidence that I’ve spent most of my professional life trying to understand how emotion affects children who struggle in school. Students with LD experience more negative emotion, depressed mood, physical complaints (like upset stomach), anxiety, and stress compared to their peers without disabilities. This is the cumulative impact of a student’s repeated experiences of failure in “one-size-fits-all” schools designed to meet the needs of the mythical “average” student and not adapted to the vast diversity among students in our education system.

    Emotion, motivation, and stress contribute greatly to students’ success or failure in school. How, then, did I — and others like me — become successful in school and in our careers? I’d estimate that seventy percent of my job involves reading and writing. Is it torture? Sometimes it is, but most of the time I love it because I find my work deeply interesting and personally meaningful. I still struggle with my weaknesses, but I work hard to leverage my strengths. You and your child can do the same.

    Noted stress physiologist and Stanford professor Robert Sapolsky points out that the mind can be an incredibly powerful tool for de-stressing the body. We feel stress when we perceive the environment to be bad or threatening. To decrease stress and negative emotion we have to either change our environment or change our perception of the environment. Most of us can learn to use coping skills to overcome stress. That said, sometimes a little stress can go a long way toward improving performance. Memory, flexibility in thinking, and goal-directed behavior can be enhanced by stress. But chronic stress can have devastating consequences on our health, happiness, and ability to be productive in learning and in life. Whatever strategies you and your child adopt to manage and leverage stress, success will ultimately depend on being consistent.

    You can start by making it a habit to ask your child how he or she feels about school. At the dinner table at my house we take turns telling each other about the “best” and “toughest” parts of our day. My husband and I model how to talk about our feelings and then our daughter follows suit. You can help your child build this skill through practice. Try asking questions like: • Why do you think that happened? • How did you feel? • What did you do when it happened? • What do you think you should do if something like this happens again?

    Most importantly, be a good listener. It’s less important to propose solutions than to be a sounding board and a safe outlet for your child to express his or her feelings about school.

    Successful adults with LD often describe having a passionate personal interest that propelled them emotionally through the stresses of formal education. For example, although I struggled with reading, I was deeply interested in science (especially neuroscience) and read everything I could find on the subject! Help your child find ways to pursue his or her interests and to develop self-understanding. Self-understanding allows children to gain control over their environment — leveraging support when they need it and monitoring their progress so that they can become happier and more deeply engaged in school. Certainly, individuals respond to stress in many varied ways, but we can all learn strategies that will help us manage and even prevent stress. And, for children with LD, having supportive adults can make all the difference.

  • Choosing a College or University

    Choosing a College or University

    Deciding between college and university is a tough decision, and it’s important to consider one’s strengths and interests when making the decision. It is also important to keep in mind that there are many colleges with transfer programs in which students move to university from college in second or third year, and similarly some students who begin at university later choose to complete a college program.

    A brief description of what can be expected at college and university is given below.

    COLLEGE
    Colleges tend to be more directly career-oriented than universities. They often offer practical or hands-on training in smaller classes, which can lead to greater student-teacher interaction.

    Colleges offer a range of programs, including apprenticeships, certificate programs, diplomas, and degrees. Programs range from less than one year, up to 3 or 4 years. Some colleges also offer programs in partnership with a university to grant both a degree and a diploma.

    Students who have an Ontario Secondary School Diploma (or equivalent from another province) can apply for college programs. Students who have not completed high school, but are at least 19 years old are also eligible to apply for some college programs. Different programs and schools may have additional requirements, so be sure to check them out before applying.

    UNIVERSITY
    Universities generally offer programs that are more theory-based and academic than colleges. Instruction tends to be lecture based, and many classes are quite large in size, meaning professors may not have the opportunity to get to know students on an individual basis.

    Universities generally offer 3-4 year undergraduate programs (a bachelor’s degree), as well as graduate programs (master’s and doctoral degrees). The 4-year program (sometimes called an honours degree) is usually required to go on to enrol in a graduate program. Some universities offer partnerships with a college to grant a degree and a diploma concurrently.

    To apply to university, an Ontario Secondary School Diploma or equivalent is required often with a certain number of high school credits in university or academic level courses. Each university has its own admissions policies, so be sure to check them out before applying.

  • Myths & Facts about Learning Disabilities

    Myths & Facts about Learning Disabilities

    1. Myth: People with LDs cannot learn.
    Fact:

    • People with LDs are smart and can learn.
    • LDs mean learning in different ways.

    2. Myth: People with LDs are just lazy.
    Fact:

    • People with LDs often have to work harder, but the results may not show their efforts.
    • Some people with LDs may become discouraged because they have struggled so hard, and they may appear unmotivated or lazy.

    3. Myth: Accommodations give an unfair advantage.
    Fact:

    • Fair is not always equal.
    • Accommodations allow people with LDs to work to their level of their ability and not their disability.

    4. Myth:All LDs are outgrown by adulthood.
    Fact:

    • LDs tend to be noticed most often in school, but can affect all areas of life.
    • Often by adulthood, people have found ways to use their strengths to compensate for their LDs. Many adults seek work environments that are a good fit.

    5. Myth: LDs are all the same.
    Fact:

    • LDs are complicated and vary from person to person.
    • LDs come in many forms and affect everyone differently.
    • The impact of LDs may change in different settings depending on the demands of the situation.