2.  Parent  Teacher  Resource teacher  Parent  Psychologist  O.T.  E.A.  SLP  Principal

3.  Knowledge  Self esteem  Friends  Skills  Independence  A sense of belonging

4.  Direct instruction  Group learning  Social skills  Organization  Emotional support  Growing independence

5.  To teach, in groups or one-on-one  To mentor  To counsel  To liaise with home  To create an environment of safety and acceptance  To model social skills

6.  Options  Specific programming  In class support  Co-teaching  Teachers consulting with specialists  Early and ongoing assessment

7.  Collaboration  Resources  Variety of approaches  Research

8.  Time  Commitment  Shared vision  Cooperation with home  Support from leaders and co-workers  Flexible school systems  $?  Courses?

9.  Landmark  Cape Breton  Finland  Reggio  RTI  French school

10.  Academic: reading, math, language, comprehension  Organization  Study skills  Executive function  Social skills  Self esteem, self-advocacy  Belonging  Home  Future

11.  Phonological awareness  Access to literacy  Connection to language  Comprehension  Multisensory approaches  Is reading recovery enough?  Small grp vs. Whole class

12.  Declarative, procedural, conceptual  Number sense  Students need practice and facts, but don’t omit the higher order thinking skills  Technology is necessary for many with LD

13.  Note-taking: Teacher: slow down; cue- emphasis and organizational  Student: teach note-taking skills, strategic and guided.  Time management, space, materials, managing work  Structure, written, visual schedule, fewer problems per page, assignment folders, visual timer and calendar  Digital master filing system

14.  Sort  Review  Physical  games

15.  Technology  Specific spelling instruction in context  Organizers  Distinguish creativity from formal writing  Not the only way to assess knowledge

16.  Connection to ability, motivation  What comes first, LD or behavior?  ADD, nonverbal  Provide verbal mediation  Avoid difficult situations  Self-monitor  Learn non-verbal cues

17.  Collaborate with parents  Teach in context  Be sensitive to cultural differences  Limit reinforcement and let student’s own rewards be internalized  Teach problem solving, eg. Autopsy  Listen, don’t judge

18.  Acting out not the only reaction; also withdrawn, depressed, anxious  Self esteem- school to global  LD can affect emotional, and vice versa, positively and negatively  Avoidance- lazy  Escaping school, trouble at home, teacher’s impatience

19.  Learned helplessness and underachievement  Annoying behavior masks LD and giftedness  Assessment must include creativity  Develop talent  Do not necessarily shorten or simplify tasks  Differentiated-integrated curriculum, counseling, remedial instruction  Enrichment  Mentoring, including peer and community  choice

20.  Initial word: the grieving process: compassion, hope and appropriate discussion  Mutual respect and appreciation  Share information: past, present and future  Admit when you don’t know and find out  Connect to outside agencies  Include parents from the beginning in program planning  Behavior, medication, homework

21.  Ongoing assessment  Transition planning  Independence and technology  University and community college  Work experience  Personal strengths and aptitudes  Positive attitude  Self advocacy