targeted remediation, personalized instruction and building relationships: our goals for insight

The ability to hold information in memory while performing complex tasks. 

The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. 

The ability to create and maintain systems to keep track of information or materials.

The ability to create a road map to reach a goal or to complete a task. Making decisions about what is important to focus on and what is not. 

The ability to begin projects within undue procrastination, in an efficient and timely fashion. 

The capacity to have a goal, follow through to the completion and not be put off or distracted by competing interests.

The ability to manage emotions to achieve goals, complete tasks or control and direct behaviour. 

The capacity to think before you act - the ability to resist the urge to say or do something allows time to evaluate how this behaviour might impact success. 

The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. 

The capacity to keep paying attention to a situation or task in spite of distractibility, fatigue or boredom. 

The ability to stand back and take a bird's eye view of yourself in a situation, to observe how you problem solve. 

ADHD is a chronic condition that can present at all levels of severity and rarely occurs by itself. 

There are three core symptoms: the inability to regulate attention, the inability to regulate activity, and difficulty with inhibitory behaviour resulting in impulsivity. 

Symptoms must be at a level that impairs daily functioning for ADHD to be diagnosed.

https://caddac.ca/understanding-adhd/in-general/ 

Children with math disabilities have age-appropriate intellectual abilities but experience challenges with math. 

These difficulties affect how they perform in school, and their achievement falls well below what is expected for children of their age, grade and intellectual ability. 

A child may have a math disability if they are functioning at least two grades behind their current grade level in math.

https://www.aboutkidshealth.ca/article?contentid=3861&language=english

A reading disability, formally known as a specific learning disorder with impairment in reading, affects a person’s language-based processing skills. 

Depending on the person, it can be more or less severe and can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech.

Dyslexia is the most common reading disability. It involves difficulties with accurate and/or fluent word recognition, and poor spelling and decoding abilities.

http://www.ohrc.on.ca/en/right-read-inquiry-reading-disabilities-backgrounder

Giftedness is defined as:

"...an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated."

https://www.abcontario.ca/resources-support/understanding-giftedness

Processing speed involves one or more of the following functions: the amount of time it takes to perceive information, process information and/or formulate or enact a response.  

Another way to define processing speed is to say that it’s the time required to perform an intellectual task or the amount of work that can be completed within a certain period of time.  

https://www.mghclaycenter.org/parenting-concerns/grade-school/intro-processing-speed/

Children with a learning disability in writing, sometimes referred to as dysgraphia, have problems with handwriting, spelling, and composition.  

It can take them a very long time to come up with a composition topic, and once they do, they can be slow at the act of writing. 

They typically don’t use strategies such as planning out their story, organizing the story, writing a rough draft, or editing.

https://www.mghclaycenter.org/parenting-concerns/disorder-written-expression/