A Learning Disability (LD) affects the acquisition, organization, retention, understanding, or use of verbal or non-verbal information, which in turn affects performance in reading, writing, and/or math. There are different types of LDs, depending on the nature and impact of the cognitive processing impairment(s), in areas such as reading (dyslexia), written expression (dysgraphia), and/or mathematics (dyscalculia).
Adapted from: https://carleton.ca/pmc/disability/learning/#Footnote_1
A Learning Disability (LD) is a neurologically-based, specific impairment in information processing which results in unexpected academic under-achievement or academic achievement that is maintained only by unusually high levels of effort and support. A learning disability is a lifetime condition that presents in childhood, and its impact will vary at different life stages as a function of changing environments and the demands that these changes bring.
A learning disability affects the acquisition, organization, retention, understanding or use of verbal or non-verbal information, which in turn affects performance in reading, writing and/or math. There are different types of LDs, depending on the nature and impact of the cognitive processing impairment(s), in areas such as reading (dyslexia), written expression (dysgraphia), and/or mathematics (dyscalculia). While having an LD does not impact one’s intelligence, it can have significant impact on learning and assessment in academic settings. For this reason, students with LD generally require accommodations in college or university to address their challenges and allow them to access the educational material. Like all accommodations, those for students with LD do not reduce the academic standards of the course or program; rather they allow students to access the curriculum in a different manner, bypassing the impairments caused by their disability.
Students with LD struggle with reading, writing, and/or math. Depending on the course requirements and the degree of an individual’s difficulty, this can have a mild or profound effect. Students may benefit from academic support or tutoring, adaptive technology, extra time on tests, a reduced course load, or academic advising to choose a program that is a good fit with their interests and strengths
Students with LD often have deficits in processing speed and/or working memory. Processing speed is the speed with which an individual can perceive information, process it, and proceed to perform a task with it. Slow processing speed affects an individual’s ability to learn, organize and recite information and knowledge. Working memory involves holding information in short-term memory and performing some operation or manipulation of this information. Poor working memory affects an individual’s ability to hold small pieces of information in one’s memory while doing other tasks, such as listening and taking notes at the same time, or doing mental math. Accommodations that can reduce the demands of processing speed and working memory on students include the following: note takers, exam accommodations (such as a use of a calculator, or answering multiple choice questions on the test paper instead of a Scantron sheet), adaptive technology, and extra time on exams.
Students with LD often struggle with executive functioning, which includes skills such as time management, organization, problem solving, and task flexibility. With the increased need for independent learning and time management skills in post-secondary studies, students may struggle to manage their learning and assignments in various classes. Individuals with LD may benefit from attending transition programs, workshops, or visiting a learning strategist to learn explicit skills to assist with executive functioning.
All students with disabilities should register with Accessibility Services in order to arrange academic accommodations for their courses. Accommodations are meant to be matched to specific functional limitations of a student’s disability to provide students with an equal opportunity to participate in the coursework. Possible accommodations for students with learning disabilities in post-secondary will vary considerably based on the individual.
Accommodations for students with learning disabilities may include:
The following information outlines common documentation requirements. Visit our Colleges or Universities section and contact your post-secondary school’s Accessibility Office to learn what documentation is required at your school. Requirements can vary widely from school to school, and it is important to learn what specific documentation is required, especially before arranging or paying for an assessment or expecting reimbursement.
There are a variety of student support services to meet the many needs of post-secondary students, in addition to those provided by Accessibility Services (see above). Some of the services that may be particularly appropriate for students with learning disabilities are listed below.
Orientation programs provide opportunities for students to familiarize themselves with campus and student services, and meet staff and other students before classes begin. Transition programs help students prepare for the differences between high school and post-secondary school, anticipate and address potential problems, and provide an avenue for students to connect with school support.
Peer tutoring and academic support services can provide support for students in completing assignments or essays, reviewing and studying for tests and exams, as well as general support with coursework.
Academic advisors can assist students in choosing courses and planning their academic paths. For students who are taking or considering a reduced course load, this is particularly useful.
160 Perry Street
Ottawa, ON
P.O. Box 40012, 2015 Long Lake Road
Sudbury, ON
http://ldasudbury.ca/contact/sudbury-services/
P.O. Box 40012, 2015 Long Lake Road
Sudbury, ON
http://ldasudbury.ca/contact/sudbury-services/
CAMH, 33 Russell St, Rm 2029
Toronto, M5S 2S1
Website: http://adultadd.meetup.com/297
Adult Support Group
LDA Toronto office (North of Sheppard Avenue between Yonge and Bayview)
121 Willowdale Avenue, Suite 203
Toronto, Ontario M2N 6A3
Tel: 416-229-1680
Fax: 416-229-1681
Email: admin@ldatd.on.ca
Website: http://www.ldatd.on.ca/adult-programs/
303 Richmond St., Unit 205
London, ON, N68 2H8
Phone: (519) 438-6213 x 21
Fax: (519) 438-0368
Website: http://www.ldalondon.ca/
159 King Street, Suite 204
Peterborough, ON, K9J 2R8
Office: (705) 748-9455
Toll Free: (866) 503-3303
Website: http://ldaptbo.com/
993 Princess St. #116
Kingston, ON, K7L 1H3
(613) 546-8524
Website: http://www.ldakingston.com/index.html
150 Central Park Drive, Suite 104
Brampton, Ontario, L6T 2T9
Tel: 905-791-4100
Fax: 905-791-5159
165 Dundas Street, W. Suite 800
Mississauga, Ontario, L5B 2N6
Tel: 905-272-4100
Fax: 905-272-4863
P.O. Box 1424 285 McNaughton Avenue
East Chatham-Kent Secondary School, room 205
Chatham, ON, N7M 5W8
(519) 352-2024
P.O Box 346
Pickering, ON, L1V 2R6
(905) 426-1442
c/o Rotary Youth Building (top floor) 560 Guelph Line
Burlington, ON, L7R 3M4
(905) 333-1977
560 Exmouth Street, Suite 109A
Sarnia, ON, N7T 5P5
(519) 344-4919
66 St. Paul Street St
Catharines, Ontario, L2R 3N2
(905) 641-1021
93 King St. W., Suite 205
Bowmanville, ON, L1C 1R2
(905) 623-1852
c/o Central Senior Public School 242 Kent St. W.
Lindsay, ON, K9V 2Z4
705-324-2596
(705) 726-5553
237 Camelot Street Ontario March of Dimes
Thunder Bay ON, P7A4B2
(807) 345-6595, ext 160
233, 17A -218 Silvercreek Parkway N.
Guelph, ON, N1H 8E8
(519) 837-2050
647 Ouellette Avenue, Suite 101
Windsor, ON, N9A 4J4
519-252-7889
11181 Yonge Street, Suite 221
Richmond Hill, ON, L4S 1L2
(905) 884-7933