LDAO and our partners create brochures and pamphlets with various topics and content. These are occasionally available as hard copies; to inquire about availability, contact us at info@LDAO.ca. Please keep in mind that LDAO and our partners retain copyright for all of these materials.
The internet is a treasure-trove of information and opportunities for interaction. It is, of course, the source of much else, so web-searches should be made with caution.
In this section we will share online resources such as specific articles at other sites, videos, and communities which we have vetted.
If you find broken or dead links, please let us know – monitoring these takes a lot of time. If you report a bad link, we’ll check it out and change our listings. If you have an online resource to recommend, please let us know.
The following Posters are available. Selecting the linked titles will open a longer description with more information.
A poster urging youth with LDs to stay in school. Full colour, 30x44inches
A poster urging youth with LDs to stay in school. Full colour, 30x44inches. In French.
To learn about our own publications, please see the LDAO Publications
The following Books may be of interest. We try to keep up with the latest book resources that might be helpful, but due to the limitations of time and staffing, cannot do as much of this as we’d like. This section will contain announcements about or reviews of books when we are able to provide them. We also welcome your suggestions, reviews, etc. (at info@LDAO.ca) although all submissions will pend approval by staff. Note that LDAO also has a small library for the use of our members. To use the library, please contact us via email or telephone to arrange a time.
Bridging the Gap: Raising a Child with Nonverbal Learning Disorder
by Rondalyn Varney Whitney, 2002, Berkley Publishing Group, New York, NY
Rondalyn Whitney writes from her perspective as an occupational therapist and as a parent of a child with NLD. She uses numerous examples from her son Zak’s life to capture the perspective of someone growing up with NLD. There are many practical suggestions on dealing with everyday life, including emotional-social issues, discipline, safety, schooling and finding the right professional help. Her concept of using “teaching moments” is particularly helpful.
Educating our Children: The Guide to Reading, Writing, Speaking and Listening Activities
by Pierre Gauvin, 2004, Structum Publications, Timmins , ON
This Canadian educator has just published a book of over 200 game-like activities to help children practice language-related academic skills. These activities can be done in the classroom or on an individual basis, by teachers, parents or tutors, and can be adapted to different levels.
Embracing the Monster: Overcoming the Challenges of Hidden Disabilities
by Veronica Crawford (with Forward and Commentary by Larry B. Silver), 2002, Paul H. Brookes Publishing Co., Baltimore, MD
Veronica Crawford struggled with undiagnosed learning disabilities and ADHD until young adulthood and with emotional difficulties that were only diagnosed as bipolar disorder later in life. As a professional she has worked with many individuals with learning, attention and emotional disabilities. Her inspiring autobiography is full of important insights and positive approaches. Dr. Larry Silver, a leading authority in the field of LD, adds his own analysis of her struggles at the end of each chapter.
Help Yourself: How to take advantage of your learning styles
by Gail Murphy Sonbuchner, 1991, New Readers Press, Syracuse, NY
Available from Laubach Literacy of Canada 1-877-634-1980.
Although 10 years old, this is a useful guidebook for adolescent or adult learners to look at their preferred learning environment and analyze the way they learn best, i.e. by reading, writing, listening, speaking, visualizing, or manipulating. The author gives a series of practical tips for improving skills in organization and time management, memory, listening, pronunciation, reading accuracy and comprehension, writing, mathematics and test taking. The use of a question and answer format (e.g. “how can I remember where I’ve put things”) and picture symbols to designate different learning styles, make this an easy book to follow.
Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management
by Nancy Mather and Sam Goldstein, 2001, Paul Brookes Publishing Co., Baltimore , MD
From their wide experience in the field of special education and learning disabilities the authors have developed a unique framework for understanding classroom learning and behaviour, which they call the Building Blocks of Learning. The first layer, called the Foundational Blocks, includes Attention and Impulse Control, Emotions and Behaviour, Self-Esteem, and the Learning Environment. These four form the support systems for the higher levels, first of all the Symbolic Blocks: Visual, Auditory and Motor (processing). At the highest level are the Conceptual Blocks: thinking with Language, Images (visual patterns and designs) and Strategies (executive functions).
For each building block there is a chapter with descriptions and classroom interventions. This book contains a wealth of useful information for educators.
Learning How to Learn: Getting into and Surviving College When You Have a Learning Disability
by Joyanne Cobb, 2001, Child Welfare League of America, Inc., Washington, DC
Joyanne Cobb draws on her experience as a student with a learning disability and as a vocational rehabilitation counsellor to give helpful tips to high school and postsecondary students. Some of the information is specific to the U.S. but most is very useful, including her descriptions of common psychoeducational tests used, assistive technologies available, and strategies for studying and time management. The author comments throughout on her own experiences as a student.
Marshmallow Math: Early Math for Toddlers, Preschoolers and Primary School Children
by Trevor Schindeler, 2002, Trafford Publishing , Victoria , BC , www.trafford.com
In this innovative book, Trevor Schindeler outlines a progression of concrete activities to help young children learn math concepts and have fun at the same time. He starts with counting and one-to-one correspondence, then deals with patterns, understanding money, and spatial awareness. He also covers more complicated ways of dealing with number concepts – multiplication, division and fractions. Parents and teachers of young children will find this book very helpful.
Nonverbal Learning Disabilities and their Clinical Subtypes: Assessment, Diagnosis and Management
by Maggie Mamen, Ph.D.,C.Psych., 2000
Dr. Maggie Mamen has drawn on her extensive clinical experience and that of her colleagues at Centrepointe Professional Services in Ottawa to write this handbook on Nonverbal LD. She describes the features of four clinical subtypes they have identified, based on patterns of difficulties and test profiles: perceptual, social, written expressive and attentional NLD’s. Dr. Mamen shares many practical strategies for improving organizational skills, communication skills, social language, social perception and written expression, and she gives guidelines for dealing with attentional fluctuations and behaviour management.
by Sally E. Shaywitz
The goal of “Overcoming Dyslexia,” a new book by Yale School of Medicine researcher Sally Shaywitz, M.D., is to translate groundbreaking research on the disorder, including brain imaging studies, into practical methods and programs that can be used by every teacher and parent.
The Postsecondary Guide to Nonverbal Learning Disabilities
by Carol Herriot, 2003, University of Guelph , Guelph , ON , Available by contacting email@example.com
Carol Herriot has used information from research and recent publications on nonverbal LD, together with her extensive experience as an LD specialist, to write this practical guide for anyone working with postsecondary students. She gives descriptions and vignettes of difficulties faced by students with NLD, in both academic and social areas, then provides guidelines for interventions and accommodations. This book is a welcome addition to the growing body of work on nonverbal LD, and the first to deal specifically with young adults.
The Source for Dyslexia and Dysgraphia
by Regina G. Richards, 1999, Linguisystems, East Modine, IL
Regina Edwards has previously published The Writing Dilemma: Understanding Dysgraphia. In this new comprehensive book she looks at a wider range of written language difficulties, with recommendations on assessment protocols, and several useful chapters on remediation strategies.
The Source for Learning Disabilites
by Paula S. Currie & Elizabeth M. Wadlington, 2000, Linguisystems, East Modine, IL
The authors give an overview of screening and intervention strategies in the areas of communication, reading, writing, math, and attention deficits. There is a good chapter on social and emotional aspects of LD.
The Source for Processing Disorders
by Gail J. Richard, 2001, Linguisystems, East Modine, IL
This book looks at assessment and remediation of both auditory and language processing disorders. The author explains both processes clearly, including physiological and neurological aspects, and makes the point that it is important to sort out auditory vs. language components so that intervention efforts meet each child’s needs.
Understanding Girls with AD/HD
by Kathleen G. Nadeau, Ph.D., Ellen B. Littman, Ph.D. and Patricia O. Quinn, M.D., 1999, Advantage Books, Silver Spring
This innovative book looks at ways that girls with ADHD are typically different from boys with this diagnosis, and therefore are under-identified. The authors have based their discussion on research findings combined with their clinical experiences with ADHD girls and the insights of women who have been diagnosed ADHD later in life. There are chapters describing common difficulties and helpful strategies for age groups from preschool through high school. Educational and treatment approaches especially geared to girls’ needs are presented, taking into account such factors as the effects of puberty and the fact that depression and/or anxiety often co-exist with ADHD in girls.
Universal Instructional Design in Postsecondary Settings: An Implementation Guide
by Jim Bryson, 2003. Learning Opportunities Task Force, Richmond Hill , ON (The book can be downloaded from the LOTF website: www.lotf.ca , under About LOTF , then Reports ).
Jim Bryson of Georgian College worked on a pilot project funded by LOTF that introduced the principles of Universal Instructional Design (UID) to postsecondary students and faculty. This approach is useful for teaching all students, whether or not they have disabilities, and to some extent reduces the need for individual accommodations. In his book Jim Bryson gives a history of UID, explains the rationale and principles, and guides instructors through the implementation process.