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Common Terms

Glossary of terms often used when discussing LD.

Common Signs

Concerned your child may have a LD? This checklist helps identify possible areas of concern.

This is an image of the functional areas of the cerebrum.

Help me understand

A learning disability is a difference in brain structure which may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information. As a result, the individual may have difficulties learning to read, write, and/or complete math operations, despite having average to above average intelligence in thinking and/or reasoning skills.

Some signs commonly associated with a learning disability are:

inconsistent school performance
poor reading, writing, spelling and/or math skills
disorganization
high score on oral testing, but struggle with written tests
difficulty following and/or understanding instructions
poor auditory or visual short-term memory

Some of these concerns can be found in all children at certain stages of development; however when a child has a cluster of symptoms which do not disappear as they get older, a learning disability could be the reason.

Information on Executive Functioning

Has your child been diagnosed with EF concerns as part of their LD? Click here for more information.

On the South Shore

It has been estimated that about 10-15% of the population has a LD. The South Shore Regional Centre for Education has approximately 6480 students, 452 of the students diagnosed with LD which represents about 7% of the student population. If you suspect your child may have a LD, contact your child's school.

"My child was just diagnosed with a LD, does this mean that they need to be on an IPP?"

An Individual Program Plan (IPP) is developed for a student struggling to meet outcomes only after exploration and implementation of interventions, teaching strategies and documented adaptations have proven ineffective to enable the student to meet the provincial outcomes for a course.

By definition, a person with a LD is of average to above average intelligence; therefore with the proper supports, the student should be able to meet course outcomes and not require an IPP, however documented adaptations (DA) will be essential for ensuring success.

Some children, based on their profile and situation, may require an IPP in order to ensure main concept understanding; this can be discussed with your child's school team. More information on program planning can be found in the provincial documents: Program Planning: A Team Approach and The Program Planning Process: A Guide for Parents. Feel free to contact your school team with any questions or concerns you have.

Online Resources

LD Association of Canada

Founded in 1963, provides leadership and support to people with LD, parents, teachers and other professionals. Cutting edge information, practical solutions and tools.

LD Online

Leading website on learning disorders and ADHD.

Understood

With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood aims to be that support.

Schwab

Online articles and resources covering preschool-college, including homework support, parenting concerns, health questions and learning difficulties.

Faces of Learning

A national grassroots engagement initiative that aims to help everyone explore what powerful learning looks like and may require; envisioning a world where all people understand their strengths and weaknesses as learners.

Made By Dyslexia

A global charity, led by successful dyslexics. Their purpose is to help others understand, value, and support dyslexics.