Learning disabilities deserve real intervention — not just 'we're watching it.'
Learning disabilities are the largest single category of identified students in most Canadian provinces. And yet too many parents are told to 'wait and see' for years while their child falls further behind. There's a better path.
If this sounds familiar…
- Your child is bright but reading, writing, or math is dramatically harder than peers.
- You've asked about an assessment for two years and nothing has happened.
- There's a psychoeducational report — but the school 'isn't sure' what to do with it.
- Your child is starting to say 'I'm dumb' and pull away from school.
What it looks like in Canadian schools
- LDs include dyslexia, dysgraphia, dyscalculia, and language-based learning differences.
- Many provinces require evidence of intervention before formal identification.
- Effective intervention is typically structured, intensive, and explicit — not just 'extra help.'
- Assistive technology (text-to-speech, speech-to-text) is a fundamental accommodation, not a 'crutch.'
Your rights as a Canadian parent
- You can formally request a psychoeducational assessment in writing.
- You can request identification through your province's formal process (in Ontario, IPRC).
- You can request specific evidence-based interventions (Orton-Gillingham, structured literacy, etc.).
- You can bring an outside assessment to the school table for consideration.
What schools often say — and what it usually means
How we help
- Help you formally request assessment in writing
- Translate the psychoeducational report into school asks
- Push for explicit, evidence-based intervention
- Build an IEP with measurable, ambitious goals
- Coach you on long-term advocacy across grades
Common questions
Do I need to pay for a private assessment?+
Sometimes private is faster, but not always necessary. We help you weigh wait times, cost, and what your school will actually accept.
What if my child isn't 'behind enough' to qualify?+
Discrepancy models vary by board. Even if formal identification doesn't happen, IEP supports often can.
Ontario: how does an LD identification work at IPRC?+
Ontario identifies Learning Disability under one of the five Ministry exceptionality categories, supported by a psychoeducational assessment that meets PPM 8 criteria. The IPRC reviews the assessment and identifies your child as exceptional under 'Learning Disability,' then sets placement (regular class with supports is the default starting point).
Ontario: what is PPM 8 and why does it matter?+
Policy/Program Memorandum 8 (revised) sets out the provincial definition and identification framework for Learning Disability in Ontario. Schools, psychologists, and IPRCs all reference PPM 8 — quoting it accurately in your written requests changes how seriously the ask is treated.
Ontario: does my LD child qualify for SEA equipment?+
Often yes — Special Equipment Amount (SEA) commonly funds assistive technology for students with LD: laptops with read&write or Kurzweil, FM systems, specialized software. The principal initiates the SEA claim with documentation from the psychoed report and an IEP that lists the equipment as required.
Ontario: what about Empower Reading or structured literacy programs?+
TDSB's Empower Reading and other structured literacy programs (Lexia, Wilson, OG-based) are available in some Ontario boards but not all. You can request structured literacy in writing and ask what evidence-based reading intervention the board offers — the answer must be in writing.
Still have questions about your child's situation?
A 30-minute strategy call is the fastest way to get clear, Canada-specific next steps from a parent advocate.
Need help with your child's IEP or school supports?
Book a private, no-pressure strategy call. We'll help you map the next steps for your child — and your sanity.