ARISE Newsletter October 2020

This month’s ARISE Newsletter includes an announcement of our collaboration with UBC’s Psychological Services and Counselling Training Centre (PSCTC) and other exciting news, a sneak peak of events happening in November, and useful resources.

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UBC and LDS collaboration brings affordable, accessible psychoeducational assessments to students

UBC and LDS collaboration brings affordable, accessible psychoeducational assessments to students

LDS is thrilled to announce to our families that we are now able to offer referrals for psychoeducational and neuropsychological evaluations to some of our families!

 

We are collaborating with the University of British Columbia’s Psychological Services and Counselling Training Centre (PSCTC). The PSCTC is a university-based setting for clinical training and research within the UBC’s Faculty of Education. The PSCTC supports graduate training in psychoeducational assessment and intervention, and in counselling, maintains an up-to-date Test Library of psychoeducational assessment and intervention and mental health and social development resources, provides service and leadership in the profession and community, and facilitates research in education.

 

This collaboration with UBC will be a game changer for many of our families, who will now have access to an affordable assessment over a time span that is potentially years faster than currently available via other means. Having this additional evidence and deeper understanding about their child’s learning strengths and stretches will help our families be better advocates for their children and ensure they get learning supports that are tailored to their child’s needs.

 

These evaluations will be offered by PSCTC at a rate that is roughly half of what is available via private practitioners. And thanks to the generous support of our donors and sponsors, qualifying LDS families will be eligible for partial to full bursary support to subsidize the cost of the assessment so that we can make it accessible and affordable to all. 

 

While LDS is facilitating these referrals and will be providing space at our Learning Centre to conduct portions of the assessment that need to be done in person, families will have a direct relationship with UBC PSCTC, will follow their procedures and policies, and will have full ownership of all reports and data generated through the evaluation process.

 

Everyone at LDS would like to thank the professors, staff and students at UBC’s PSCTC for offering this invaluable opportunity to our families. We cannot wait to help more families access the learning supports they need and deserve! 

 

How do referrals work? 

LDS families will be referred to the PSCTC; a professor will arrange an initial intake screening call to see if and what degree of evaluation might be most appropriate for each child. If you are interested and have not yet been contacted by us, please reach out to info@ldsociety.ca to discuss this opportunity.

 

More about psycho-educational and neuro-psychological assessments at PSCTC (from https://psctc.educ.ubc.ca/facilities-services/ )
The PSCTC Assessment Clinics offer psycho-educational assessments and/or consultation for children and youth who have questions about their cognitive, academic, social-emotional, or behavioural strengths and weaknesses in order to provide diagnoses and/or to develop strategies to meet their individual learning needs. Clinicians are interns, senior graduate students, current doctoral students, or recent graduates from the UBC school psychology training program. Interns commonly fulfill this rotation during the summer months. Overall coordination of work in the Clinics is provided by the Professional Practice Leader, working with other doctoral trained, registered psychologists or Certified School Psychologists.

 

The PSCTC also has a neuropsychological assessment clinic where the emphasis is on neuropsychological evaluation of children and youth to help identify areas of strength and weakness to help with their medical treatment, educational planning, and treatment (such as therapy/counselling or behavioral management). The evaluation will be appropriate for children and youth who are experiencing difficulties with learning, attention, behaviour, or social functioning, difficulty with emotional control, medical or developmental problems that affect the brain, or brain injuries from accidents, medical treatment, or other experiences. The assessment reports will also provide support for children and youth who may have a history of cancer, concussion or traumatic brain injury, epilepsy, ADHD, learning disabilities, Tourette’s Syndrome, and other medical conditions. This assessment clinic will also provide supervised training opportunities for School and Applied Child Psychology doctoral students and is a primary training rotation for doctoral interns in the BC School and Applied Psychology Internship Program. 

LDS’s research-informed approach provides customized remedial programming that effectively meets student needs

LDS’s research-informed approach provides customized remedial programming that effectively meets student needs

Authors: Melissa Sager, Associate Director of Learning Support at Learning Disabilities Society, with support from Dr. Nancy Perry, Professor and Dorothy Lam Chair in Special Education, Department of Educational and Counselling Psychology and Special Education  

At Learning Disabilities Society (LDS), our instruction programs follow our unique Research-informed Individualized Student Education methodology (RISE Method). Developed from our intake process, BC’s Curricular Core Competencies, a broad array  of research-based instructional strategies, and ongoing assessment of student learning, our RISE Method supports the learning strengths and stretches of each of our students through customized programming.  

Our Instructors offer a wide range of teaching and tutoring experiences in our centres, online learning platforms, and host schools. Our staff includes BC Certified Teachers, Special Education Assistants, Orton-Gillingham certified instructors, Speech-Language Pathologists, graduate-level subject matter specialists, and experienced inclusive education tutors.  

LDS Instructors are passionate about teaching and gifted in building rapport with students. The Learning Support Team works closely with them to design programs that encourage growth and mastery of specific skills, with the goal of helping students move more confidently towards independence, and gain empowerment through self-regulated learning.  

One of the core principles of our RISE programming is the high level of importance placed on really getting to know the students we support. We learn about our students’ unique interests, develop a comprehensive understanding of their learning profiles, and work as a team to make informed and meaningful decisions on their behalf. These decisions range from making Instructor-student placements, to choosing the most appropriate research-based curricula and/or effective teaching frameworks to promote optimal engagement through learning.  

As learning and teaching theories evolve over time to keep up with a world that is constantly changing, LDS conducts ongoing research to stay current on the most effective, research- and evidence-based methodologies and programs. We offer numerous programs and curricular options to our Instructors, and they receive ongoing training and case management from our Learning Support team, from internal and external professional learning opportunities, and from each other.  

Most importantly, we understand there is no one-size-fits-all approach to setting students up for success. LDS always considers requests from families or schools regarding specific instructional strategies, including Orton-Gillingham approach, but recognizes there also are other programming options that may be equally or more effective for students, depending on their unique learning profile and interests.  

“Learning Disabilities Society draws from a deep pool of instructors with diverse training and experienced learning support managers to provide their multi-method RISE programming that is grounded in current education research. I commend their offering of a wide range of programming options that are current, ‘state of the field’ and enable optimization of each remedial program design. Importantly, Learning Disabilities Society has diligently followed a holistic approach to instructor training, remedial program development and student assessment to deliver comprehensive individualized support that is ideally suited to each student’s needs.” – Dr. Nancy Perry, University of British Columbia Professor and Dorothy Lam Chair in Special Education  


LDS is proud to do customized intake and program design to match the unique literacy, numeracy, and executive functioning needs of our students.
 

 

LDS’s portfolio of program and curriculum options include:  

  • Sound Partners – A research-based tutoring program that provides individual instruction in early reading skills.  
  • REWARDS – A powerful research-based, short-term, and specialized program for adolescent students in grades 4–12 who struggle reading long, multisyllabic words and comprehending content-area text.  
  • Self-Regulated Strategy Development (SRSD) – The Self-Regulated Strategy Development (SRSD) model combines instructional strategies with a means to self-regulate. The goal is to teach the strategies that students need in order to write, while supporting them to be motivated.  
  • Orton-Gillingham – A direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. 
  • Step Up to Writing – A multisensory, explicit, and systematic approach to teaching writing that is designed to provide clear strategies, methods, and supports for increased student success.  
  • Words Their Way – Based on years of research into invented and developmental spelling, the classroom-proven framework of this successful series is keyed to the five stages of spelling and orthographic development.  
  • Making Words – Making Words fosters high-order thinking skills and requires students to apply phonemic learning. This strategy builds holistic understanding of language by exploring how sounds form words and words form ideas.  
  • JUMP Math – An evidence-based program that has produced significant improvements in students’ achievement and attitudes in math.  
  • PR1ME Math – PR1ME Mathematics is a world-class program based on effective teaching and learning practices of Singapore, Republic of Korea and Hong Kong – consistent top performers in international studies.  
  • Dynamic Math – Guided workbooks and practice material that supports the BC Math Curriculum.  
  • The Program for the Education and Enrichment of Relational Skills (PEERS) – World-renowned for providing evidence-based social skills treatment to preschoolers, adolescents, and young adults with autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), anxiety, depression, and other socio-emotional problems.