LDS Access: Our Very Own “Magic School Bus” Comes to LDS!

LDS Access: Our Very Own “Magic School Bus” Comes to LDS!

LDS Access: our very own “Magic School Bus”


Have you ever wanted to take a ride with Ms. Frizzle on the Magic School Bus? Well, LDS is thrilled to announce the next best thing: LDS Access, a clean-energy mini-bus! 

LDS Access is Canada’s first electric mobile classroom service, coming to a neighbourhood near you soon! LDS Access will offer outreach services—including our Research-informed Individualized Student Education (RISE) and Assistive Technology (AT)—to children and youth with learning differences.  

Did you know that besides providing learning support services in our East Vancouver and North Vancouver Learning Centres, LDS also works in community schools across the Lower Mainland? That’s right, our highly specialized instructors go right into schools to help students! When the pandemic first came to BC, families at these schools not only had to cope with school closures, but many children also lost access to the RISE programming they received from LDS.  

LDS consulted with our community to develop a solution to the critical challenge of getting educational support to the children who need it the most. After significant discussion, we developed LDS Access—an outreach program operating as a “classroom on wheels.”  

LDS worked with local companies, Green Power Motor Company and National Graphic Solutions Inc. (NGSI), to create a customized, clean-energy mini school bus to support vulnerable children and youth with learning and related disabilities—our very own Magic School Bus! 

Award-winning artist Carson Ting was inspired by the LDS Access initiative. As a child, Carson had struggled with a learning disability and received special education, and he was excited for the opportunity to give back to the community. Along with his design firm, Chairman Ting, Carson created a bright and colourful external mural that wraps around the bus, capturing the essence of LDS’s mission, vision, and values.  

LDS Access also incorporates ground-breaking social robotics programming developed in partnership with the University of Waterloo’s Social and Intelligent Robotics Research Laboratory (SIRRL), as well as state-of-the-art assistive technologies (AT) provided by 16 AT sponsors, including Microsoft Accessibility, Mind MeisterTexthelp, and others.  

With the help of our network of educational, community, technology, and financial partners, we came together to create this unique, innovative, technology-enhanced learning support service for students most in need. 

What is LDS Access?

LDS Access is a classroom on wheels that brings RISE programming and AT devices, software, and equipment on the road to visit children with learning differences where they live. 

LDS Access features: 

  • Operates in spaces such as school and Community Centre parking lots and other publicly accessible spaces in underserved neighbourhoods. 
  • Serves communities disproportionately affected by COVID-19, namely those with a high percentage of families who face intersectional socio-economic barriers, including financial, language, disability, or educational barriers. 
  • Adapts our service—which is already financially accessible—so that it can be physically accessible for those who cannot get to our Learning Centres and for whom remote learning is not appropriate. 
  • Provides customized solutions and assistive technologies (AT) that improve student learning outcomes. 
  • Ensures physical distancing and additional COVID-19 protective measures through the design elements of the mobile classroom.  

Want more access to LDS Access?

To learn more or to sign up for a tour of the bus, please visit our LDS Access webpage 

To learn about LDS’s other assistive technologies or our AT Studio—a space dedicated to the collaborative use of leading-edge AT to help our students with learning differences—please email our AT Manager at AT@ldsociety.ca. 

Mission Makers: Emma—giving back the support she received

Mission Makers: Emma—giving back the support she received

“Growing up, I knew I wanted to work with children and youth in a supportive capacity so they can receive the support I had too,” says Emma, a Remedial Instructor at LDS and this month’s Mission Maker.  

As someone who benefitted from recreational and community engagement programs as a child, Emma understands the importance of accessible support systems. In high school, Emma began volunteering in community support programs and enjoyed working with children. Her understanding, empathy, work experience, and education make Emma an excellent, adaptive instructor for our students. 

Emma has a Bachelor’s of Kinesiology and is currently studying for a graduate degree in Occupational Therapy, both from the University of British Columbia. She enjoys being able to apply what she learns in lectures at LDS, and vice versa—to use her experience as an instructor to inform her education.  

With experience at various nonprofits and children’s programs throughout Vancouver, Emma has a diverse background working with children of various ages and abilities. She worked for a community engagement project with children at a local Neighbourhood House. Emma also has experience within the Vancouver public school system as an Education Assistant and a Community School Teen Programmer. There she focused on teaching social-emotional skills and community building.  

Emma believes her previous experiences inform her teaching style at LDS by making content that is engaging and relatable to her students. At LDS, Emma feels that she can use her experiences and her skill set to help make a difference in her students’ lives. 

For example, Emma fondly remembers the time when one of her students asked her, “Do you know that the grocery store sells three cereal boxes for nine dollars?” At first, Emma thought this was an odd question, but when she was debriefing with the parent at the end of the session, the parent asked her child to bring the cereal boxes over.  

With the cereal boxes in hand, the student started reading the stories and the games on the back of the boxes. Emma realized that this was a huge turning point for the student. Previously, the student couldn’t read the packages or choose which cereal they wanted, but now they had a sense of autonomy and choice. “The student was so excited to able to understand what was going on in their environment. I got to see the skills being applied in real life,” says Emma. 

 “When I first learnt about LDS, I was drawn to how holistic they were,” says Emma. LDS focuses on academic outcomes, but there is an underlying focus on social-emotional skills and the child’s overall well-being. LDS also incorporates Assistive Technology and Speech-Language Pathology to best engage children in their learning. “I think having all of these evidence-based strategies and individualized supports for the students is so important,” says Emma. 

Emma also loves how important it is that LDS emphasizes affordability as part of its mission to be inclusive and accessible. LDS provides access to internal and external bursaries, so families who may not be able to afford remedial instruction can still access it. 

“It’s unfortunate that these kids are otherwise left behind because of something they can’t control like financial barriers,” says Emma. “LDS is able to remove these barriers that are preventing them from being successful in school, which is often tied to other skills like social-emotional and a sense of belonging or community.” 

—Rie 

_________________ 

Rie Stadnichuk (she/her) is the Digital Communications Specialist at LDS. Currently studying Communications and Economics at Simon Fraser University, she hopes to use this opportunity as a way of exploring meaningful work in the field. She is passionate about social issues and creating environments of inclusivity and open dialogue. Rie graciously lives and works on the unceded territory of the Syilx people. 

Mission Makers: Kaleigh—providing play-based and arts-informed teaching

Mission Makers: Kaleigh—providing play-based and arts-informed teaching

At LDS, we value the varied backgrounds and passions that our instructors use to relate to our students or further enhance their instruction. In the case of Remedial Instructor Kaleigh, her background is in the arts, she has a teaching degree, and she is pursuing an acting career. Her many pursuits add value to her work at LDS because they provide her with a vast knowledge of teaching styles to help her relate to our students.

Kaleigh has a Fine Arts degree in Theatre and a minor in Psychology. For Kaleigh, psychology shed light on how or why a person expresses themselves in a certain way, and drama was one of those ways, so her major and minor went hand in hand. This unique education allows her to be a very empathetic teacher when providing one-to-one instruction. Kaleigh is quick to notice when her students require a brain break or different teaching forms, such as visual or auditory. And as all fun drama teachers do, Kaleigh engages her students in games and takes a play-based teaching approach.

“It’s more important now more than ever to think outside the box,” says Kaleigh about her experience as a teacher. Kaleigh’s arts background has taught her to be adaptive and think quickly to take on whatever may be occurring in the classroom. She also emphasizes how she is a visual learner who grasps concepts best through examples and play, informing her teaching style, especially when academics are challenging for diverse learners. At LDS, there are learning outcomes to be met, and Kaleigh’s knowledge and skill set allow her to adaptively teach in an engaging way so that each student can meet those outcomes.

Kaleigh has always enjoyed the arts and music but was not introduced to drama until high school, where she took it as an elective. She enjoyed studying the arts in higher education because of the supportive community that thrives in this field. Participating in theatre requires social skills and communication and is a breeding ground for collaboration. “Whereas other areas of academics are about answering questions correctly,” says Kaleigh, “the arts are more about the process and how a student approaches the problem.”

One of Kaleigh’s favourite things about her job with LDS is that she can help her students grow and watch the “light bulbs turn on in their heads!” while she works in the arts in her spare time. Kaleigh believes all children can benefit from being involved in the arts and that art helps kids learn self-regulation and social skills while still having fun. Kaleigh also advocates for media representation and creating space and accessibility within the arts for those with different abilities. One day, she hopes to develop a program to bring the arts to children with learning differences.

—Rie 

_________________ 

Rie Stadnichuk (she/her) is the Digital Communications Specialist at LDS. Currently studying Communications and Economics at Simon Fraser University, she hopes to use this opportunity as a way of exploring meaningful work in the field. She is passionate about social issues and creating environments of inclusivity and open dialogue. Rie graciously lives and works on the unceded territory of the Syilx people. 

Mission Makers: Sarah—creating community at LDS

Mission Makers: Sarah—creating community at LDS

“Since joining LDS as Community Manager, Sarah’s work has been fast-paced and ever-changing. Initially hired for a part-time, remote position, within weeks she was packing up her life in Ontario to move across the country to take on a full-time role in Vancouver. This speaks volumes about Sarah’s work ethic and adaptability. As the Community Manager, her current responsibilities include fundraising campaigns, community advancement, special projects, and communications. Her role combines her desire to strengthen community and create change. 

At LDS, community means a place that is both inclusive and accessible. Sarah emphasizes and relates to the aspect of her job description that is to maintain the “health and well-being of our community.” She goes above and beyond to hold space for each student to feel heard and valued. 

Sarah has a Bachelor’s in International Development, which helped develop her critical eye for analyzing both macro- and micro-level problems. She then received a Graduate Certificate in Public Relations, which gave her the tools to bring solutions and a big-picture vision to organizational issues. She gained experience in communications positions at large corporations but did not find the competitive, sales-focused environment motivating or fulfilling.  

Her education and her mother’s career as a social worker inspired her to want to take on a career beyond the typical, corporate Public Relations (PR) or Communications job path. “I didn’t know I wanted to work for a nonprofit organization,” says Sarah. “I just knew I wanted work that aligned with my desire to create systems change,” and she realized she could do that by working for a nonprofit. 

Sarah found work as a Project Manager at a private school that served children with learning differences. She enjoyed being able to exercise her creativity to complete big-picture projects and initiatives. Sarah appreciates PR’s earned media aspect and interacting with customers and clients to find solutions to their issues and listen to their stories, which helped guide her to her current position. 

At LDS, there are service deliverables and a mission as there are at many other nonprofit organizations. But what stands out to Sarah is “our work in advocacy, in transforming individual lives of children and youth, and bringing attention to the issues that face our society as a whole.” Sarah believes that the importance of LDS and nonprofit organizations is that they go beyond finding a temporary solution and work to solve the root of the problem to create lasting change.   

Sarah’s favourite part of her job is working on large projects that make LDS stand out, as she likes project-based work where she can create, design, and bring her visions to life from start to finish. “I feel personally motivated by the projects we are doing and inspired by the people I’m working with,” says Sarah. 

About her time at LDS, Sarah feels that she is part of a well-oiled machine on a long-term mission to help children with learning differences; one that will create a more accessible and inclusive community and, eventually, bring systems change to our society.  

“We all contribute differently,” Sarah says. “Most of my work is on the communication and fundraising side of things, while others are part of program delivery or finances. Everyone plays a different role, but we are all working towards the same overarching goal.” 

Alongside her Community Management role, Sarah is working towards a Non-Profit Management Certificate at Simon Fraser University to take a new approach to management and support LDS to reach its vision and mandate. 

—Rie 

_________________ 

Rie Stadnichuk (she/her) is the Digital Communications Specialist at LDS. Currently studying Communications and Economics at Simon Fraser University, she hopes to use this opportunity as a way of exploring meaningful work in the field. She is passionate about social issues and creating environments of inclusivity and open dialogue. Rie graciously lives and works on the unceded territory of the Syilx people. 

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