Learning Disabilities Association of British Columbia

Roadmap to Hiring People with Learning Disabilities for Employers

Watch this excellent two-part video, originally released by the LD Association of Canada!

Part 1

Part 2

LDABC: Students with Learning Disabilities’ Right to a Full Continuum of Services

(A position statement by the Learning Disabilities Association of British Columbia)

All students with Learning Disabilities must be guaranteed full access to appropriate education so that they may optimize their potential in accordance with the mandates of the Canadian Charter of Rights and Freedoms and the Human Rights Codes.

The right of an individual to an appropriate education must be the principal concept on which all educational programs and services are developed. An appropriate education for children, youth, and adults with learning disabilities requires alternative and modified instruction as well as a diverse range of services provided by professionals with differing preparation, skills, and expertise. It also requires that a full continuum of educational programs and services and a variety of instructional strategies that are flexible be available for all individuals from early childhood to adulthood.

LDABC does not support any policy that mandates the same placement, instruction or treatment of all students with learning disabilities or the idea that all students with LD must be served only in regular education classrooms at the exclusion of all other special education placement options. LDABC believes that this violates the rights of parents and students with disabilities as guaranteed by the Canadian Charter of Rights and Freedoms and Human Rights Codes which guarantee education equality and freedom from discrimination and rejects the arbitrary placement of all students in any one setting.

Because each student with learning disabilities has unique needs, an individualized program must be tailored to meet those needs. For one student, the program may be provided in the regular classroom; yet for another student, the regular classroom may be an inappropriate placement. Therefore, the LDABC supports the use of a continuum of services and rejects the arbitrary placement of all students in any one setting. Research confirms that instruction rather than placement is the most important consideration (Horcutt, 1996).

It is the position of the Learning Disabilities Association of British Columbia (LDABC) that special education programs and support services for individuals with learning disabilities must be part of a school district’s total instructional program and must not be regarded as a separate and parallel system.

We recognize there are challenges that must be addressed in developing a full continuum of educational programs and services. One challenge is related to financial constraints that may influence establishment of program priorities. Nevertheless, it remains the legal responsibility of school boards and the Ministry of Education to ensure a full continuum of appropriate educational programs and services for individuals with learning disabilities is available.

The public education system should establish system-wide and district-based plans specific to educating students with learning disabilities. Plans must include identification strategies, specific instructional strategies that research has shown to be effective and individualized plans for the student (LDAC, 2003, Horcutt, 1996 & Swanson, 1999). The responsibility for developing plans must be shared by regular and special educators, parents, and student consumers of the services. Once developed, a plan must be supported at all levels of the educational system.

Providing Appropriate Education for Students With Learning Disabilities in Regular Education Classrooms

Many children and youth with diverse learning needs can be educated within the regular education classroom. This setting is appropriate for some, but not all students with learning disabilities. Most students with learning disabilities are taught in regular education classrooms for some part of their school day. When appropriate support is provided within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. The regular education classroom is one of many educational program options but is not a substitute for the full continuum necessary to assure the provision of an appropriate education for all students with learning disabilities. Academics are not the sole important focus for children with Learning Disabilities. An education that spawns resilience in a student is just as important so that they may be successful throughout school and throughout the life span (LDAC, 2003). A review of the research reveals that pullout yields better academic results, whereas inclusion is more successful when measuring the student’s social needs (LDAC 2003, Horcutt, 1996). Therefore a balance of the individual needs is required.

The LDABC is committed therefore, to support the following:

• The education, social, and emotional needs of the individual, and the types of disabilities, as well as the degree of severity should determine the design and delivery of educational programs and services.
• A continuum of education placements, including the regular education classroom, must be available to all students with learning disabilities and must be flexible enough to meet their changing needs.
• Specialized instructional strategies, materials, and appropriate accommodations must be provided as needed.
• The educational, social, and emotional needs of students with learning disabilities change over time, therefore systematic and ongoing review of the student’s progress and needs is essential to make appropriate adjustments in current educational programs and related services.
• Learning depends on the quality of the programs and services provided, therefore systematic and ongoing evaluation of programs and their effectiveness in producing desired long-term outcomes is essential.

Putting a Canadian Face on Learning Disabilities

Putting a Canadian Face on Learning Disabilities (PACFOLD) is a groundbreaking research study spearheaded by the Learning Disabilities Association of Canada (LDAC), with funding from the Social Development Partnership Program – Disability Component.

The study was completed by a team of top Canadian researchers, headed by co-principal investigators, Dr. Alexander M. Wilson, Director of the Meighen Centre at Mount Allison University in New Brunswick, and Adele Furrie, an Ottawa-based expert in disability statistics. They were joined by researchers, Dr. Elizabeth Walcot-Gayda, Postdoctoral Fellow at the University of Sherbrooke in Quebec, Dr. Catherine Deri Armstrong, Department of Economics of the University of Ottawa, and Andrew Archer, an information data retrieval expert. The goal of the research study was to find out what it means to be a child, youth or adult with learning disabilities in Canada.

The PACFOLD study is unique, because it represents the first time any disability organization in Canada has requested access to Statistics Canada data surveys. Ten different data sets were examined, making it the most comprehensive look ever at the impact of living with a learning disability (LD) in Canada. The PACFOLD study found that Canadian governments can do more to enable people with learning disabilities. People with LD are often prevented from realizing success at school, at work, and in everyday activities. Achievements are often accomplished through factors outside government support, such as:

• Finding a teacher who is trained to work with a student with LD.
• Having family support that includes financial resources.
• Finding an employer that understands learning disabilities, and provides the necessary accommodations.

These findings clearly indicate that there are huge societal costs if learning disabilities are not addressed.

To learn more about PACFOLD, go to PACFOLD.ca!

Tips for Teaching ADHD Students

(An excerpt from the Fall 2009 LDAC Newsletter)

Gordon Bullivant, Executive Director of the Foothills Academy Society (a centre for students with LD and ADD) in Calgary, broke down the characteristics of ADHD—excitability, hypoactivity, hyperactivity, inattention and impulsiveness—into recognizable symptoms and then explained that the same symptoms may also lead to other diagnoses, such as sensory deficits, allergies, anaemia, lack of maturity or even social/behavioural/emotional problems.

With these symptoms in mind, Bullivant recommended ways in which teachers could manage classes that contain overactive, restless ADHD children. Essentially, he recommended balancing structure and flexibility, however, he gave a long list of individual suggestions among which were:

• Provide a consistent routine and short work periods;
• Give clear rules and directions using both pictures and words. Avoid complex sentences;
• Provide incentives for improvement;
• Be positive: tell the student what he should be doing, recognize accomplishments;
• Schedule academic tasks for the morning;
• Minimize noises or other stimuli when teaching new concepts;
• Repeat instructions often;
• Provide an extra set of textbooks for home;
• Preview new concepts at the beginning of a lesson and review them at the end to reinforce learning;
• Provide legitimate opportunities for physical movement;
• Encourage the student to ask questions and establish a positive feeling about asking questions and repetition.

Telus cheque presentation at LDABC’s recent AGM

LDABC would like to acknowledge, with sincere gratitude, Telus Communications for their recent donation.

Chair’s Report to AGM 2009: Just Look At What We’ve Achieved Together!

“We don’t accomplish anything in this world alone … and whatever happens is the result of the whole tapestry of one’s life and all the weavings of individual threads from one to another that creates something.” Sandra Day O’Connor, first woman appointed to the US Supreme Court.

“All of us are smarter than one of us.” Author unknown.

I am in awe of how just a few people – the dedicated Directors, Committee and staff members of the Learning Disabilities Association of BC – accomplished incredible feats this past year. We are very lucky to have enthusiastic volunteers who commit to the LDABC with their time, talents, and ideas. If there is ONE thing that really marks us for success is that we’re working better as a team. Here’s what we’ve done together:

• Moved our office from LDA-Vancouver to LDA-Fraser South

• Recruited more volunteers

• Brought LD issues to the attention of candidates in the Municipal and Provincial elections

• Continued representation at the Special Education Working Partners Group and The Coalition for Special Education

• Supported other non-profit organizations (e.g. BCHLA, First Call BC Child and Youth Coalition, Canadian Centre for Policy Alternatives) on issues of mutual interest to our organization

• Hired fundraiser

• Submitted grant applications for LDABC programs

• Partnered with private sector companies and other like-minded non-profit agencies (e.g. First Call, LDA-Vancouver) for fundraising initiatives

• Adopted a new logo

• Established our LDABC website

• Started blogging about LDABC and LD issues on from our website

• Begun acting on human resources strategy to develop future talent to lead LDABC

• Outreach to the community-at-large with LDABC representation at key events; such as the BCCPAC conferences (Oct’08 and Mar’09), Community Legal Assistance Society (Sep’08), BCHLA (Oct’08 and Mar’09), Volunteer Vancouver (monthly since May’09)

• Outreach to chapters with the establishment of Chapter-to-Chapter

• Outreach to provincial ministries; particularly the Ministry of Education

• Consulted by the Ministry of Education on policy initiatives

• And more exciting things to come …

And … We’re only 2 years old! I am truly looking forward to see what our TEAM of incredibly talented volunteers and staff will accomplish this coming year.

Respectfully submitted by Thealzel Lee, LDABC Chair, 13th June 2009

Human Rights Luminaries Day and Brodsky Join in Support of Jeffrey Moore’s Appeal

On Day 3 of the Moore appeal, representatives from LDABC were delighted to learn that Shelagh Day and Gwen Brodsky are showing their support for the Moore family by appearing at the hearings.

Day and Brodsky are leading Canadian experts on statutory human rights legislation, constitutional equality rights and international human rights treaties. For over 20 years, Day and Brodsky have written extensively about equality rights theory, social and economic rights, and the Charter, both independently and as co-authors.

The hearings for the Moore appeal to the BC Court of Appeals began on 4^th May 2009. The case had its beginnings in the early 1990’s when Jeffrey Moore was diagnosed with a learning disability in Grade 2. On the school psychologist’s recommendation, Jeff was to receive support from the school district’s Diagnostic Centre; but a cost-cutting measure closed this centre and forced his family to enroll him in a private school to provide the support he required.

Jeffrey’s father, Rick Moore, filed a human rights complaint against the school district of North Vancouver and the Ministry of Education alleging discrimination against students with severe learning disabilities when they failed to provide proper accommodation for Jeffrey. The BC Human Rights Tribunal found in their favour in 2005 but the BC Supreme Court overturned this decision in March 2008. The Supreme Court concluded that as long as those suffering a different or more severe type of disability did not receive a similar benefit or specialized program, there was no discrimination against Jeffrey Moore.

Rick Moore contends that “it’s not about paying lip service to accommodation but meaningful accommodation. Right now, it’s like having wheelchair access only to the ground floor when your destination is the third floor.”

LDABC representatives attended the hearings to support the Moore family and to listen to Yude Henteleff – the lead counsel for LDA-Canada who is the lead intervenor in this appeal – make his presentation on Day 3:

“Meaningful access to a public education for all disabled students must be interpreted, in light of the decisions by the Supreme Court of Canada in the Eaton, Eldridge and Via Rail cases as being the totality of the following:

1. The paramountcy of education,
2. The best interest of the child principle, and
3. The right to necessary resources to achieve equal access to the point of undue hardship.”

A decision on the Moore appeal is expected in Fall 2009.

Youth2Youth Website developed by young people with LD.

A new website has been developed by young people with learning disabilities.  This is the site for them – a place for them and their friends.  Go to web site

Jeffrey Moore knew with severe dyslexia beating the odds would be tough.

HOW JEFF CONQUERED THE JUMBLE.  With severe dyslexia, he climbed huge learning obstacles to succeed at his trade.  School tests were severe and the concentration often gave him headaches.  But Jeff overcame years of adversity in school to become successful in his trade.  Read full artcile jeff-moore1

Canadians open door to learning-disorder drug

An eight-year effort by Canadian scientists has connected a crucial brain protein with the power to learn, raising the possibility that learning disabilities could be correct with a drug.  more