“Don’t ‘Dys’ Our Kids -- Dyslexia and the Quest for Grade-Level Reading Proficiency,” examines the connections between teaching children with dyslexia (and other learning disabilities) to read, and improving reading proficiency among all children. The authors of the report conducted extensive interviews with leading learning disabilities experts in the USA. Learning Disabilities Facts and Trends: 2012 Review, prepared for the National Center for Learning Disabilities (NCLD) by The Advocacy Institute, analyzes learning disabilities trends, facts, needs, challenges, and opportunities in

How to use the ReadSpeaker Listen function

Dear Member of Provincial Parliament, Oppose Bill 88, Pesticides Amendment Act (Licence for Cosmetic Purposes), 2012

New parent resource and updated teacher resource launched February 6, 2012 by Hincks-Dellcrest Centre The ABCs of Mental Health provides two free, web-based Resources - one for teachers and one for parents – to help answer questions about children’s behaviour and ways to respond. The Resources include ideas for promoting the mental health of children and adolescents, information about how children change as they get older, descriptions of behaviours that might indicate a problem, and practical suggestions for steps to

January 17, 2012 Funding for four centers to conduct research on the causes and treatment of learning disabilities in children and adolescents has been provided by the National Institutes of Health. The centers were established in 1989 by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The NICHD Learning Disabilities Research Centers are supported by the institute's Child Development and Behavior Branch. Funding for the centers is provided on a competitive basis and was previously

Watch this CTV Ottawa 2 part video series featuring interview with Linda Barbetta, Executive Director of LDA Ottawa-Carleton, and her family

Bill 82, the Education Amendment Act, 1980, received Royal Assent on December 12, 1980. The passage of Bill 82 meant that, for the first time in Ontario, all children with disabilities had access to publically funded education, and school boards were required to ensure provision of special education programs and services. The Learning Disabilities Association of Ontario (LDAO), then known as OACLD, was very instrumental in the public pressure for special education legislation, and influenced the inclusion in the final