On the Legislative Front
LDAO Response to the Learning Opportunities Task Force Report
The Learning Disabilities Association of Ontario supported the establishment
and the mandate of the Learning Opportunities Task Force, and participated
in the Committee of Reference. We have watched with great interest
the ongoing progress of the projects, and wish to commend the quality
programming developed in the pilot sites, the useful research gathered
and analyzed, and LOTF’s success in applying the findings
to the wider postsecondary community. In addition, the initiative
of developing French language assessment tools will significantly
increase the capacity of French language school boards and postsecondary
institutions to diagnose and program for their students with learning
disabilities.
The Enhanced Services Funding of learning strategists and assistive
technologists around the province, along with ongoing monitoring
and evaluation, is a very positive outcome of the LOTF research
findings, and LDAO supports the continuation of these services.
We also agree with LOTF that funding of special needs services should
in some way reflect the number of students with disabilities served
by the institution. In order for students with LD to succeed in
college or universities “each post-secondary institution should
receive adequate base funding … to ensure that properly trained
and qualified staff are available to provide assessments, intervention,
training, coaching and support in learning strategies and assistive
technologies to students with specific learning disabilities and
properly equipped and staffed computer lab facilities available
to students with specific learning disabilities.” (LOTF Recommendation
# 18)
In addition, the availability of transition programming for students
with LD, from secondary to postsecondary education, and from secondary
or postsecondary education to the workplace, is a very important
component of the support that students with LD require.
Many of the recommendations of the LOTF report parallel those of
LDAO and LDAO’s Adult Advocacy Committee in response to the
Ontario Human Rights Commission Consultation Paper on Education
and Disability; for example:
recommendation that students have access to the Bursary for Students
with Disabilities to cover disability-related costs, regardless
of OSAP eligibility.
recommendation that implementation of principles of Universal Instructional
Design be encouraged in postsecondary settings.
recommendations on inservicing faculty and promoting awareness
of their duty to accommodate students with learning disabilities.
recommendations on access to assessment and diagnosis of learning
disabilities for adults.
It is possible that the establishment of Regional Assessment and
Resource Centre, as recommended by LOTF, could be one step in addressing
the access to assessment issue.
LDAO has made its own recommendations to the Ministry of Citizenship
and to the Ontario Human Rights Commission on the need for Accessibility
Plans under the Ontarians with Disabilities Act to be inclusive
of all disabilities, and to have accountability mechanisms.
LOTF’s recommendation that all teachers in Ontario be taught
about learning disabilities is in line with the recommendations
of the Teacher Education Working Group of LDAO’s Promoting
Early Intervention Project. (see Projects on the LDAO website: www.ldao.ca)
Finally, LDAO strongly supports LOTF Recommendation # 6, that “the
Province of Ontario endorse a consistent definition and a comprehensive
diagnostic assessment protocol for learning disabilities to be used
in all publicly funded programs such as education, social service,
health and other service areas.”
LDAO is grateful for the leadership shown by LOTF in adopting and
promoting the new definition of learning disabilities and the diagnostic
assessment protocol developed through LDAO’s Promoting Early
Intervention Project.
Carol Yaworski, Executive Director
Learning Disabilities Association of Ontario
October 2003
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