May 2024 Issue 1

LDAS TIMES
THE DIGITAL NEWSLETTER
Introducing the
LDAS Times

We are thrilled to introduce the inaugural edition of our monthly newsletter, the LDAS Times.

The newsletter is designed to provide you with updates about the organization as well as valuable information, and resources related to learning disabilities and ADHD.

The Learning Disabilities Association of Saskatchewan’s mission is to support individuals with learning disabilities and ADHD with high quality programs and services. Through this newsletter we aim to enhance your understanding, share best practices, provide updates on research related to learning disabilities and ADHD, and foster a supportive community dedicated to improving the lives of those affected by these conditions.

In each issue of the LDAS Times, you can expect to find a variety of engaging and informative content. From feature articles highlighting the latest research and trends to practical tips for supporting individuals with learning disabilities and ADHD, we are committed to providing you with valuable and relevant information. We will also keep you informed about upcoming events, workshops,
and training sessions.

As we embark on this journey together, we invite you to share your feedback and suggestions. Your
input is invaluable as we strive to make the LDAS Times a valuable resource for you. We hope you find this newsletter informative, inspiring, and empowering. Thank you for your continued support. We look forward to sharing this exciting new venture with you.

Message from the
Executive Director
GRAHAM SNELL

By keeping you updated on the
latest research, best practices, and upcoming events, we hope to empower you with the tools and
information you need to make a positive impact in the lives of those with learning disabilities and ADHD.
I encourage you to actively engage with the LDAS Times, share your feedback, and suggest topics
that are important to you. Your input will help shape the future direction of this newsletter and ensure that it remains a valuable resource for our community. Together, we can create a more inclusive and supportive environment for individuals with learning disabilities and ADHD.

Thank you for your continued support of LDAS. I look forward to our journey ahead and the positive
impact we can make together.

Warm regards,

Graham Snell
Executive Director, LDAS

I am delighted to welcome you to the first edition of the LDAS Times, our monthly newsletter
dedicated to enhancing understanding and support for individuals with learning disabilities and
ADHD. This newsletter represents an important step forward in our commitment to providing valuable
resources and information to our staff and broader community.

The LDAS Times is more than just a newsletter; it is a platform for sharing knowledge, fostering
collaboration, and building a stronger, more informed
community.

May 2024
Breaking news
New Regional Director
LDAS is pleased to announce Shelley Eckmire as the new Regional Director for the Saskatoon and
Regina offices.

Shelley has been with LDAS for approximately ten years, working as the Employability and
Educational Coordinator,
Shelley’s previous role had her overseeing adult education in Saskatoon and Regina, as well as the
Bridges and Destination Employment contracts with the Ministry of Immigration and Career Training.

We are fortunate to have had Shelley as part of our leadership team over the past ten years and are excited for the experience and knowledge she will bring to her
new role as Regional Director.
Please join us in congratulating Shelley and welcoming her in her new position with the
organization.

 

Congratulations in Order!
LDAS would like to congratulate Erin Martin on passing the EPPP, the written exam that is a
requirement for licensing with the Saskatchewan College of Psychologists (SCP). This marks an
important step in Erin’s journey towards registration with the SCP. Congratulations Erin!

Learning Disabilities 101 Definitions, Diagnosis, and Intervention

Definition:
Learning disabilities (LDs) are neurodevelopmental disorders that affect learning specific types of
information. These disorders impact a person’s ability to efficiently learn how to read, write, or
acquire math skills. Having an LD does not mean that an individual is not intelligent or that they
are not capable of learning certain types of information. It simply indicates that there are
cognitive barriers that are preventing them from being able to learn specific types of information
at the same rate as their peers. Many individuals with LDs have average or above average
intelligence and individuals with LDs are capable of learning when they are provided with high
quality instruction, regular timely feedback, and the opportunity to apply newly learned skills.

Diagnosis:
Diagnosing LDs typically involves a comprehensive assessment conducted by a trained psychologist.
The assessments usually include the administration of standardized tests, clinical interviewing,
observations, and a review of work samples. There is no test that determines whether a person
qualifies for a diagnosis.
Whether or not an individual meets the criteria for a diagnosis is determined by the clinician, not
by the tests used during the assessment. A diagnosis is usually only made when there is evidence of
substantial impairment and when the clinician can rule out alternative explanations, such as an
overall cognitive impairment, a lack of educational opportunity or adequate instruction, or other
psychosocial factors.

Intervention:
Early intervention is likely the most significant factor in addressing LDs. However, this does not
suggest that intervention will not be effective for older children or adults. There is ample
evidence that indicates that individuals with LDs of all ages can vastly improve their academic
skills with the right approach. Although there are many programs that claim that they can address
LDs through improving underlying brain functioning, the evidence for this is not compelling.
Research suggests that individuals with LDs do not need an alternative approach to learning but
rather consistent evidence-based instruction, regular feedback, and the opportunity for daily
practice and application of new skills.

Professional Development Opportunities

ADDitude Webinar: Combination Therapy: Medication Strategies for Complex ADHD – June 4

Learning and the Brain Virtual Institute: The Emotional Social Brain in School – July 29 – August 2

Learning and the Brain Virtual Institute: The Neuroscience of Reading
– July 15-19