SSRCE LD SERVICES

LEARNING DIFFERENTLY

Important Information:

  • Student Loan Applications for 2021 are now open!

Welcome to LD Services

The South Shore Regional Centre for Education's mission is to provide our students with a learning environment that engages and inspires them to reach their full potential.

Belief Statements:

  • Our primary focus is student learning and achievement

  • All students have the ability to learn and become contributing members of society

  • Students learn at their own pace and in different ways

  • We are committed to the development of the whole student in an equitable and inclusive environment

  • School communities must be safe, supportive and socially just, where everyone is treated with dignity and respect

  • Education is a partnership among home, school, and community and dialogue strengthens this partnership

  • We value diversity and the opportunity for our students to be enriched by diverse cultures and abilities

  • Evidence-based decision making and accountability are important

What is a Learning Disability?

Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are different than global intellectual delay.

Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making).

"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." - Albert Einstein

Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

  • oral language (listening, speaking, understanding)

  • reading (decoding, phonetic knowledge, word recognition, comprehension)

  • written language (spelling and written expression)

  • mathematics (computation and problem solving)

Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.

Learning disabilities are lifelong. The way in which they are expressed may vary over an individual’s lifetime, depending on the interaction between the demands of the environment and the individual’s strengths and needs. Learning disabilities are often flagged by unexpected academic under-achievement or achievement which is maintained only by unusually high levels of effort and support.

Learning disabilities are due to genetic and/or neurobiological factors or injury that alters brain functioning in a manner which affects one or more processes related to learning. These disorders are not due to hearing and/or vision problems, socio-economic factors, cultural or linguistic differences, lack of motivation or ineffective teaching, although these factors may further complicate the challenges faced by individuals with learning disabilities.

Learning disabilities may co-exist with various conditions including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.

For success, individuals with learning disabilities require early identification and timely specialized assessments and interventions involving home, school, community and workplace settings.

The interventions need to be appropriate for each individual’s learning disability subtype and, at a minimum, include the provision of:

  • specific skill instruction

  • accommodations

  • compensatory strategies

  • self-advocacy skills

Adopted by the Learning Disabilities Association of Canada January 30, 2002. Re-endorsed on March 2, 2015.