September 2024 Issue 3
LDAS TIMES

THE DIGITAL NEWSLETTER

Summer Initiative:
Promoting Early Literacy Skills in Regina

The Regina branch launched the ‘Learn to Read’ early literacy skills program, funded by a grant
from United Way Regina. This initiative aimed to provide high-quality reading support to children
aged
6 to 8 who were lagging behind their peers in literacy. The hope was to enhance children’s reading
skills, boost their confidence, and provide resources to families to support their child’s learning
journey.

The program took place over July and August. Children with reading challenges could work at their own pace, feel engaged, and see learning to read as being a positive
experience. They received prizes and participated in numerous literacy-based activities and games,
in addition to having time to read out loud.

In total, 39 participants attended multiple sessions. Most of these sessions occurred individually
and in person at the office. Through a partnership with the North Central Family Center, we were
also able to offer small group sessions to eligible children attending their summer programming.
This helped reduce barriers for families who may not have been able to travel to the LDAS office. In addition to the above, over 80 books and 100 resources were distributed to families.

Looking ahead, the program has received positive feedback and several inquiries about future
offerings. We are looking at how we can continue to provide this support.

Introducing the CAEC:
A Conversation with the Saskatoon Adult Ed. Team
On June 1, 2024, the GED was phased
out across Canada and replaced with the Canadian Adult Education Credential
(CAEC). The CAEC is a Canadian developed high school equivalency
credential that will be recognized by post- secondary institutions and employers. I recently sat
down with our Saskatoon- based teachers, Murray Dalen and Dennis Deminchuk, to discuss the changes.

Brendan: Thanks for taking the time to talk about this new program with me. I’m wondering if we can
begin by discussing who exactly this program is for and how it’s funded.

Dennis: Certainly. Like the GED, the CAEC is for individuals who are 18 years of age or older who
are seeking a high school credential. It is fully funded through the Ministry of Immigration and
Career Training.

Brendan: How is the CAEC different than the GED?

Murray: Well, the CAEC has been designed to assess higher level thinking skills than the GED. It
requires less recall of information but more application of concepts. There are three different
types of exam questions: recall and
reproduction, skills and concepts, and strategic thinking. It has also been designed to reflect the
diverse cultures and perspectives across Canada and to provide students with the skills and
information needed to be effective employees and engaged citizens.

Brendan: What does the program look like? What are students required to do to complete the CAEC?

Dennis: To obtain the CAEC, students must successfully challenge exams in five subject areas:
Reading, Writing, Social Studies, Science, and Mathematics. Our delivery of the program is similar
to how we ran the GED. It is continuous enrollment, which means students can begin at any time. We
provide individualized programming so each student works at their own pace. The exams are
administered using an online platform.

Murray: It’s also worth noting that there are currently no prep materials for self-study so it will
be difficult to attain the CAEC, at this time, without a structured program like ours.

Brendan: What are the requirements to qualify for this program?

Murray: Our programming is designed for Saskatchewan residents who are at least 18, who do not
already have a grade twelve. Students also need to have a minimum Canadian Language Benchmark score
of 6 in all four areas: speaking,
listening, reading, and writing.

September 2024 New Program Coordinator –
Stephanie Tourand
LDAS is pleased to announce Stephanie Tourand as the new Program Coordinator for the Tutoring and
ADHD Coaching departments. Stephanie will be overseeing these departments in all three of our
locations.
Stephanie has been with LDAS for approximately sixteen years, working in several positions, including as a tutor, a classroom teacher, the Summer Sunshine Day Camp Coordinator, and as Program Coordinator for the Tutoring department. She is a dedicated and valuable member of the LDAS team.
We are confident that she will bring the same passion and commitment to her new role.
Please join us in congratulating Stephanie on her new position.

AIP Program on Hiatus
In the fall of 2023, LDAS opened the Academic Intervention Program (AIP), a small classroom located
at our Saskatoon office for students in grades three through seven. The classroom was designed to
provide individualized academic programming for students needing additional support in literacy in
math. Unfortunately, this program will be on hiatus until further notice, as our classroom teacher
has moved into a new role with the organization. We are incredibly proud of the impact this program
had on our students and are grateful for the support and participation of everyone involved.

ADHD: Diagnosis and Alternative Explanations

Descriptions of symptoms resembling ADHD have been found in medical literature dating back to the
18ᵗʰ and 19ᵗʰ centuries. In the 1930s, it was discovered that stimulants could improve the
behaviour and academic performance of children with these symptoms. In 1980, the term
“Attention-Deficit Disorder” first appeared in the Diagnostic and Statistical Manual – Third
Edition (DSM-III), with specifiers indicating whether it was with or without hyperactivity. It is
now referred to as Attention Deficit/Hyperactivity Disorder (ADHD), regardless of whether there are
signs of hyperactivity. The diagnosis, however, includes a specifier to indicate whether it is
predominantly an inattentive presentation, a predominantly hyperactive/impulsive presentation, or a
combined presentation.

The understanding of ADHD is continually evolving with advances in research. At present, the
diagnosis requires at least six symptoms of either inattentiveness or hyperactivity/impulsivity in
children and at least five in adolescents and adults. There needs to be evidence to indicate that
the symptoms have persisted for at least six months, that the presentation is inconsistent with
developmental level, that the symptoms are present in multiple
environments, and that they cause significant impairment.

There also needs to be evidence that
several of the symptoms were present before the age of 12 and that they are not better explained by
another mental disorder.

Unfortunately, diagnosing ADHD is not as simple as assessing an individual’s current symptom
presentation, as there are many reasons why someone could be experiencing symptoms.
When symptoms appear to arise in adolescents or adulthood, alternative explanations need to be
strongly considered. Environmental factors, such as chronic stress or sleep deprivation, can impact
an individual’s ability to be attentive and control their behavior, as can some medical
conditions. Mental health disorders, such as anxiety disorders and mood disorders, are often the
reason symptoms arise after the age of 12, as there is significant overlap between some of the
symptoms of these conditions and ADHD. If a clinician fails to conduct a thorough investigation of
symptoms prior to the age of 12 and does not consider alternative explanations, they put themselves
at risk of misdiagnosing their clients, which can lead to a misunderstanding of the cause of their
challenges, inappropriate treatment, and ultimately poorer outcomes.

Professional Development Opportunities

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

Fall Into Reading Conference: September 26ᵗʰ-27ᵗʰ – Crossmount –
https://www.eventbrite.ca/e/fall-into- reading-2024-tickets-895476473237

Learning and the Brain: Teaching Emotional Brains – November 22-23.
https://www.learningandthebrain.com/R egister-531/Teaching-Emotional-Brains

 

 

 

 

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