Ontario Catches Up

ADHD students entitled to supports at school
January 24, 2012
By Melanie Scott 

The Ministry of Education has declared that students with ADHD/ADD and other neurological disorders that may impede or affect learning, are now entitled to specialized support and education at school.  Ontario has been one of the few provinces in Canada lagging behind in the recognition of ADHD/ADD as requiring additional support.  Before the Ministry memorandum, sent to school boards in December, only those with ADHD who were diagnosed with an additional condition, such as a learning disability, were entitled to specialized education and support.   The new guidelines now allow students with learning-based needs, including ADHD, to be identified under the Communication category, and these students are now entitled to an Individual Education Plan (IEP), even if a learning disability is not present.   These new stipulations are very inclusive and extend access to families who have found their children fell into a loophole in the Ontario education system which previously denied them supports; leaving their children to struggle in an environment that was not conducive to their style of learning.

Dr Joanne Cummings, Clinical Director, Psychology at blueballoon Health Services talks about why it’s so important for children with ADHD to have access to Individual Education Plans.

“Kids with ADHD/ADD need access to educational supports because they are vulnerable to a host of academic and behavioural problems.  By definition, they have trouble paying attention in class, and often miss information that is taught, and instructions as to what to do next.  They have trouble planning, organizing and executing independent work.  So often, despite being bright and eager to learn, the child will under-achieve academically, because he or she cannot demonstrate what he or she actually has learned. 
 
When a child's ADHD is recognized by the school and supports are put in place, the whole picture can change.  Individual education plans for children with ADHD can make a huge difference in their life at school.  A critical element is for teachers and parents to understand that the child is not being wilfully or difficult, rather his or her brain is wired in such a way that he/she is genuinely having problems learning and behaving appropriately.  Such a child needs positive reinforcement for effort and small incremental steps towards better regulation of attention, behaviour, and emotions.” 

In a short interview Dr. Joanne Cummings discusses in detail necessary supports in the classroom for children with ADHD/ADD and why they may be more susceptible to bullying, behavioural difficulties and poor self-image without these supports.

According to a press release from the Centre for ADHD Awareness, Canada (CADDAC), ADHD and other neurological and medical disorders do not impact intelligence.  With the right assistance at school, children with these disorders can grow into successful, contributing members of society.  Without these supports, the risk for early school dropout, unemployment, and medical, judicial and economical costs to our society goes up.

Sources:

1. “Students with ADHD have legal right to supports in school” Toronto Star. Andrea Gordon, January 10, 2012.
2. “CADDAC Welcomes Revised Guidelines for the Application of Special Education Categories From Ontario Ministry of Education” CADDAC website January 10th, 2012.
3. Memorandum: Categories of Exceptionality.  Ministry of Education Ontario. December 19th, 20112

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