June 2024 Issue 2
LDAS TIMES
THE DIGITAL NEWSLETTER

LDAS to Take Part in SHRC’s Equitable Education Working Group

In June of 2020, twenty-nine families of children with dyslexia launched a complaint to the
Saskatchewan Human Rights Commission (SHRC), claiming that school divisions did not provide fair
and equitable access to education. In response to the complaint, the SHRC launched an
investigation, examining practices related to the identification of students with reading
disabilities and the available supports. In September of 2023, they released a report on their
findings entitled “Equitable Education for Students with Reading Disabilities.” In the report, the
SHRC outlined a number of findings, including the following:

• Insufficient screening in schools
• Inadequate reading instruction and specialized intervention
• Lack of teacher training and professional development
• Long wait lists for assessments
• Limited supports and resources
• Disproportionate outcomes for indigenous students
Since releasing the report, the SHRC has launched the Equitable Education Working Group in an
attempt to address some of the findings of the investigation.

Stakeholders from a variety of organizations, including representatives from LDAS, have been
invited to take part in the working group. The first meeting of the Working Group took place on May
21ˢᵗ. Among the attendees were parents of children with dyslexia, members of the SHRC, LDAS, the U
of S, and multiple school divisions. The Working Group will continue to meet regularly throughout
2024 and beyond.

ICT Funding Provides Adults with Opportunities
A Conversation with Shelley Eckmire

————– BRENDAN NEWTON

For approximately twenty years, LDAS has received funding from the government of Saskatchewan to
address gaps in the education system for adult learners. This funding is provided through the
Ministry of Immigration and Career Training (ICT). I recently sat down with Shelley Eckmire, our
new Regional Manager for Saskatoon and Regina, to discuss this funding, who it is intended for, and
how it can be accessed.

Brendan: Thanks for taking the time to talk with me today, Shelley. I’d like to start by asking
some general information about the ICT funding that we receive. What exactly is the purpose of this
funding?

Shelley: It’s a government contract that is intended to provide support to our clients. It pays for
the services we offer for those who qualify.

Brendan: Who qualifies for this funding?

Shelley: This is for anyone between the ages of 18 and 65 who do not have any other funding
options. It is designed for individuals who are unemployed or underemployed.

Brendan: How do we help clients or prospective clients apply?

Shelley: They can contact our main line at 306-652-4114. We will walk them through the process.
There is a number for our clients to call. Once they call that number, they will be given a client
ID number. They will need to call us back and provide us with that number.

Brendan: Are there any limitations on how many of our services can be funded through ICT?

Shelley: LDAS does put limitations on the number of coaching and tutoring sessions. But we are
committed to helping our clients meet the outcomes that are required as part of the contract and
will provide more sessions when necessary.

Brendan: Thanks for taking the time to discuss this with me Shelley. If any of our staff, clients,
or members of the public have questions about this funding, who can they contact?

Shelley: They are free to contact
me directly at ShelleyE@ldas.org.

June 2024 GED to be Replaced by CAEC

In June of 2024, the GED (General Educational Development) program will no longer be offered by
LDAS, as the program will be phased out across Canada. This transition from the GED to the Canadian
Adult Education Credential (CAEC) marks a significant shift in adult education in Canada. As of
June 1, the GED will no longer be offered, and individuals seeking to obtain their high school
equivalency will need to pursue the CAEC. This change comes as part of a broader effort to align
adult education credentials with Canadian standards and to provide a more comprehensive and
relevant credential for adult learners in Canada.

According to the Government of Saskatchewan’s website, the CAEC is a high school equivalency that
has been designed specifically for
adult learners across Canada, with diverse cultures and perspectives embedded in the material. The
tests will be delivered using an easy-to-use online platform and will support students who require
exam accommodations. The program will be available in both English and French and will consist of
exams testing knowledge and skills in the areas of reading, writing, mathematics, social studies,
and science.

The Government’s website has indicated that the CAEC is available to residents of Saskatchewan who
are eighteen years of age or older who require a high school credential. Students who were in the
midst of their GED program but were unable to complete all of their GED tests before the program
ended can use passing scores on individual GED tests as credit towards CAEC until May 2027, upon
request.

LDs 101: Terminology
LDs are often misunderstood, partly because of the complex and varied terminology used to describe
them. Terms such as dyslexia, dysgraphia, and dyscalculia, can be confusing, especially given the
inaccurate information that has been circulated about the nature of these diagnoses. These terms
refer to specific types of learning disabilities. However, there are also other terms used to
describe learning disabilities more broadly. The following is intended to clarify some of these
concepts.

Learning Disability: The term LD is broad, encompassing a range of specific conditions, including
dyslexia, dysgraphia, and dyscalculia. This definition highlights the diverse nature of LDs,
recognizing that they can manifest in various ways. It may also be referred to as a specific
learning disability.

Specific Learning Disorder (SLD): The term SLD is a clinical term used to describe LDs. SLD is the
language used in the Diagnostic and Statistical Manual of Mental Disorders (DSM).
This term can be used interchangeably with LDs. It is meant to broadly describe the various
challenges individuals with LDs encounter. Generally, when someone is diagnosed with an SLD, the
area of impairment is specified (e.g. SLD, with impairment in reading).

Dyslexia: This term refers to a SLD that impacts mainly reading. It is characterized by
difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities.
There are many misconceptions about what causes dyslexia and how to intervene. A common
misconception about dyslexia is that it involves seeing letters and words backwards. To date, there
is no evidence to support this notion.
Individuals with dyslexia do not need an alternate approach to learning to read. They likely just
need more instruction, practice, and feedback.

Dysgraphia: This term refers somewhat broadly to the various manifestations of writing difficulties
individuals can encounter, including difficulties with spelling, handwriting, and organizing
thoughts on paper. Individuals with dysgraphia can often struggle with letter formation and
spacing. There has been much less research conducted on dysgraphia than other LDs and there is
significantly more ambiguity when it comes to diagnosing dysgraphia.

Dyscalculia: This term refers to a condition that creates substantial impairment in mathematics.
Individuals with dyscalculia can have difficulties with calculations, problem solving, or the
automatization of basic math facts. There is no evidence that individuals with dyscalculia see
numbers backwards.

Professional Development Opportunities

NASP Online Learning Centre: An Advanced Workshop on Designing Executive Skill Interventions –
nasp.inreachce.com

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

 

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