When evidence and identity come together in teaching and learning, every student has the opportunity to thrive.
At LD@school, evidence-based instruction and inclusive practice work together. Each strengthens the other when grounded in students’ diverse identities and strengths. Research on how students learn and the lived experiences of Ontario’s students inform our work. Together, they help educators connect direct, specific instruction with equity, identity, and belonging across classrooms.
| Our Focus | Why It Matters | How LD@school Supports |
|---|---|---|
| The Science Works When Students Belong | Students learn best when they feel safe, valued, and represented. Belonging and identity-affirming instruction are not extras; they’re conditions for learning. | Seeing the Whole Student: Reflection and strategies for addressing bias and fostering belonging.
Creating Inclusive Classrooms: Practical strategies for building equitable environments and belonging for students with LDs. Supporting Mentally Healthy Conversations about Anti-Black Racism: Strategies for affirming identity and fostering student well-being. How to Make EDI a Priority in Math Classrooms: Building belonging and representation through equitable practice. |
| Evidence & Equity in Practice | Evidence-based teaching has the greatest impact when it is explicit, direct, and accessible for all learners. Equity ensures every student can benefit from the science of reading, math, and learning. | Science of Math & Math Fact Fluency: Evidence-informed numeracy that builds understanding, automaticity, and confidence.
Dos and Don’ts of Phonics Instruction: Connecting structured literacy research and classroom practice. Learning to Read and Write Using Decodable Texts: How structured decoding supports fluency and comprehension. 10 Tips for Teaching Phonological Awareness: Practical, research-based strategies for early reading success. |
| The Neurodiverse Classroom | Learning disabilities and ADHD are part of the learning-science conversation. Understanding executive function, working memory, and attention helps educators design instruction that matches how the brain learns. | Motivating Students Who Struggle with Learning: Approaches that build autonomy and belonging to increase motivation and engagement for those with LDs and ADHD.
Working Memory Overload: Strategies for reducing cognitive load. Empathy and Metacognition: Executive-function strategies for reflection and regulation. Co-Teaching to Reach Diverse Learners: Practical Tier-2 support models. |
| Intermediate and Secondary Instruction: Literacy, Mathematics, and Learning Technologies | Explicit, direct, specific instruction in literacy and math supports confidence, motivation, and belonging as learning deepens through the intermediate and secondary years. | The Science of Reading in High School: Integrates Scarborough’s Reading Rope to show how decoding and comprehension interact across Grades 7–12, with strategies for explicit, direct, specific instruction.
The Writing Rope: Practical approaches for teaching writing strands—critical thinking, syntax, structure, craft, and transcription. 7 Moves for Effective De-streaming in Mathematics: Practice-informed strategies that balance explicit instruction and inquiry in inclusive math classrooms. AI in the Classroom: Teaching, Learning, and LD Support: Shows how AI can strengthen planning, self-regulation, and executive functioning while supporting equitable, evidence-based instruction in literacy and math. |
| From Research to Relationships | Instructional science succeeds when trust, representation, and psychological safety are embedded in everyday teaching. Relationships make evidence come alive in classrooms. | Learning to Bounce: Promotes student resilience, motivation, and self-compassion.
Unlocking the Power of the Relationship: Strength-based approaches to relational teaching that deepen learning. Impact of Anti-Black Racism on Mental Health: Examines how representation, safety, and belonging shape achievement. Mental Health Literacy for Educators: Tools for recognizing and supporting student mental health needs. |
| Partnering with Families & Communities | When families and schools share language, knowledge, and strategies, evidence-based practice continues beyond the classroom. Collaboration sustains learning over time. | Supporting the Home-School Partnership Video & Guide: Overview for parents on working with schools to support children with LDs and ADHD.
Developing Emotional Learning Skills to Prepare Students for Post-Secondary: Helping students with LDs and ADHD build resilience, self-compassion, and motivation for a smoother transition to post-secondary learning. Supporting Students with LDs in Math: A Parent’s Guide: A video for parents with practical ideas for building math confidence at home, focusing on foundational skills, everyday problem solving, and communication between home and school. LD@home: Practical tips and family-friendly strategies that help children with LDs and ADHD build confidence, independence, and everyday learning skills. |
Bringing Research to Practice
LD@school and TA@l’école connect evidence-based instruction with inclusive approaches that recognize students’ diverse identities and strengths. We continue to develop and update resources throughout the year, so check back often for new materials, learning opportunities, and educator supports.