Learning disabilities in Canada: Definitions and accommodations.

Abstract

Learning disabilities (LD) affect many students in Canada. The best estimate of the prevalence of LD among children is 3.2% (Brennan, 2009; Learning Disabilities Association of Canada, 2017). Similarly, Bizier, Till, and Nicholls (2015) reports that 2.0% of the Canadian population between the ages of 15 and 24 have a diagnosed LD. However, the concept of LD is not uniformly defined across Canada, and consequently, any measure of national prevalence regarding individuals with LD is likely to be inaccurate. For example, in both the 2006 Participation and Activity Limitation Survey (Brennan, 2009) and the 2012 Canadian Survey on Disability (Bizier, Till, & Nicholls, 2015), LD are defined as attention deficit disorder (ADD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and other developmental disabilities of scholastic skills. In comparison, the Learning Disabilities Association of Canada (LDAC) does not share the same definition and makes no explicit mention of ADHD and ADD in their explanations of LD. Including ADHD individuals in the definition of LD is likely to inflate the prevalence of LD in the nation as treatments and services for those with ADHD and LD vary greatly. A lack of a clear and easily explained definition of LD can affect variability in prevalence and services for individuals with LD (Scruggs & Mastropieri, 2002). Understanding the differences can contribute to the development of a widely accepted definition that can then allow for the implementation of better practices concerning LD across the country. This review aims to identify commonalities and differences among policies regarding accommodations for students with LD in different Canadian provinces and territories. It also aims to promote the goal of standardizing the definition of LD and empirically supported accommodations across Canada to ensure equal opportunity for all Canadian students with LD.Defining LDThere exists much variability in the way LD is defined across research, political, and clinical contexts. The Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013) includes diagnostic criteria for specific learning disorders and specifies that these disorders are neurodevelopmental in nature and affected individuals experience significant difficulty with academic ability and skills. Moreover, the fifth edition of the DSM (DSM-5) outlines three different types of specific learning disorders, including impairments in reading, written expression, and mathematics. These impairments present themselves in mild, moderate, or severe forms and are separately evaluated from ADHD. However, despite the updated DSM-5 definition, definitions of LD in research, clinical settings, and educational settings and policies differ. The general problem regarding LD is that the definitions often lack enough specificity and are mostly understood as generalised learning problems (Kavale & Forness, 2000). Moreover, the lack of an agreed upon and functional definition of LD is of particular concern among Canadian provinces and territories, as each has its own policies regarding services and accommodations that are made available to students with LD.Canadian DefinitionsThe Canadian federal government does not have any documentation that explicitly defines LD or outlines services for individuals with LD, as it is an issue that is related to education and governed on a provincial level. Instead, the definition of LD for Canadians largely depends on geographic location within the country given that provincial governments all have their own working definitions, key terms, and policies concerning the matter. However, the most widely accepted definition of LD comes from LDAC, which specifies that LD are lifelong, neurobiological, or injury-related brain impairments that affect one or more processes related to learning. The severity of these disorders can vary and often refer to specific impairments in oral language, writing, reading, mathematics, or specific difficulties involving organisational or social skills difficulties (Learning Disabilities Association of Canada, 2017). …