Summer courses and academic camps are worthy options; but short-term solutions if there is a functional learning disorder like SLD, ADHD or Language Disorder. Getting to the root of the problem allows the student to develop strategies for more-durable success. Ways to build deeper foundations for achievement. In addition, accommodations and supports may also be needed. They can be part of a new beginning . . .


WHAT DIFFERENCE WILL IT MAKE?   boy_reading_highlightingIndividually-tuned Learning Strategies and Teaching Strategies. Accommodations like extra time on tests and exams. Assistive tech-nologies (laptop, soft-ware and more). Post-secondary students may then qualify for federal and provincial funding for assistive tech. Grades, confide-ence and grad rates go up. Dut to completed degrees, so does the school’s bottom line!

IF GIFTEDNESS AND LEARNING DISABILITY HAD AN ARGUMENT,  NO-ONE WOULD WIN. School_Team_BKGD_for_TitleSlide  And both would wear masks, so they wouldn’t be recognized. Bringing them into harmony, so that the student’s strengths shine and he-or-she copes skillfully with the challenges, requires a personalized approach.  Teachers of Gifted classes know this. That does not help the student whose giftedness goes unnoticed. Criteria are strict and there is no back door. But students who need both enrichment AND support have a distinct profile. It justifies both.

WHY DOESN’T MY SCHOOL,COLLEGE OR UNIVERSITY PROVIDE ASSESSMENT?   Limited resources. Many educators would love more exceptionalities. It’s good for the learning environment, the future work-force and the economy. Just ask successful teachers and professors with learning disabilities. Many are better professionals because they individualize teaching.

WILL THIS GO ON MY ACADEMIC RECORD? In a word, “NEVER.”  Transcripts do not show the student’s exceptionality. You apply to post-secondary, based on marks alone. If you are already accepted, your university or college must not refer to disability status. Health care records are secured separately from educational, even in postsecondary.

YOUR PRIVATE HEALTH INFORMATION in POSTSECONDARY remains filed in the Student Accessibility Centre, apart from educational  documentation, and can be removed by you, any time.



How can parents get the inside view of the case?  How can school teams refine the big picture? How can psychologists help plan for success?  At Canadian Psychological Association, last June, Ken  McCallion introduced a parent-friendly way to both gather and share observations from every interested party in the student’s case, then make sense of them as a big picture, for each of those parties, using #infographics. Besides helping sort students’ learning processes, Living, Learning Systems is intended to help school psychologists bridge the psychiatric part of their work from older ‘DSM’ categories to the multi-dimensional RDoC premise. This work builds on Ken’s 2012 presentation. The goal is predictive-preventative school programming, with parent input that makes a difference