Final+report


 * [[image:http://tbn0.google.com/images?q=tbn:VShr5YISZKrZdM:http://www.asl911.com/middle%2520school%25206.jpg width="105" height="125" link="http://images.google.ca/imgres?imgurl=http://www.asl911.com/middle%2520school%25206.jpg&imgrefurl=http://www.asl911.com/middleschool.htm&h=409&w=342&sz=36&hl=en&start=4&um=1&tbnid=VShr5YISZKrZdM:&tbnh=125&tbnw=105&prev=/images%3Fq%3Dmiddle%2Bschool%2Bkids%26svnum%3D10%26um%3D1%26hl%3Den"]] [[image:http://tbn0.google.com/images?q=tbn:7rhe0CkkrY41wM:http://www.worcester.k12.md.us/media/medium/Middle_School_kids.jpg width="118" height="118" link="http://images.google.ca/imgres?imgurl=http://www.worcester.k12.md.us/media/medium/Middle_School_kids.jpg&imgrefurl=http://www.worcester.k12.md.us/instruction/middle_school.htm&h=320&w=320&sz=15&hl=en&start=6&um=1&tbnid=7rhe0CkkrY41wM:&tbnh=118&tbnw=118&prev=/images%3Fq%3Dmiddle%2Bschool%2Bkids%26svnum%3D10%26um%3D1%26hl%3Den"]] [[image:http://tbn0.google.com/images?q=tbn:VbBRNx9rB2QdiM:http://msteacher.org/images/main_home.jpg width="116" height="110" link="http://images.google.ca/imgres?imgurl=http://msteacher.org/images/main_home.jpg&imgrefurl=http://msteacher.org/&h=281&w=296&sz=27&hl=en&start=56&um=1&tbnid=VbBRNx9rB2QdiM:&tbnh=110&tbnw=116&prev=/images%3Fq%3Dmiddle%2Bschool%2Bkids%26start%3D40%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN"]] [[image:http://tbn0.google.com/images?q=tbn:p3HLE-7tDlWN2M:http://studentservices.fgcu.edu/CROP/BSMS-CROP-computers%255B1%255D.jpg width="132" height="95" link="http://images.google.ca/imgres?imgurl=http://studentservices.fgcu.edu/CROP/BSMS-CROP-computers%255B1%255D.jpg&imgrefurl=http://studentservices.fgcu.edu/CROP/ProgramsatWork.htm&h=270&w=360&sz=30&hl=en&start=107&um=1&tbnid=p3HLE-7tDlWN2M:&tbnh=91&tbnw=121&prev=/images%3Fq%3Dmiddle%2Bschool%2Bkids%26start%3D100%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN"]] [[image:http://tbn0.google.com/images?q=tbn:7Dlps3ouVuqoTM:http://www.emporia.edu/news/images/SciMathTchrsKids72507033_000.JPG width="105" height="137" link="http://images.google.ca/imgres?imgurl=http://www.emporia.edu/news/images/SciMathTchrsKids72507033_000.JPG&imgrefurl=http://www.emporia.edu/news/&h=649&w=499&sz=42&hl=en&start=192&um=1&tbnid=7Dlps3ouVuqoTM:&tbnh=137&tbnw=105&prev=/images%3Fq%3Dmiddle%2Bschool%2Bkids%26start%3D180%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN"]]

Learning Disabilities**

Learning disabilities affect many individuals, both children and adults of both genders. They affect every individual differently because there are several specific types, as well as different degrees of severity. Being aware of learning disabilities is important for intervention. The Learning Disabilities Association of Canada indicates that learning disabilities persist throughout an individual’s life and refers to them as “lifelong”, but can be ameliorated [|(LDAC, 2005).]In this paper, we will address several specific learning disabilities in relation to their characteristics, how they affect an individual’s life, strategies teachers can use to support student learning, and discuss the supports they may require.


 * The Learning Disabilities Association of Canada** defines learning disabilities as:

“Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or useof verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making). Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

· oral language (e.g. listening, speaking, understanding); · reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); · written language (e.g. spelling and written expression); and · mathematics (e.g. computation, problem solving).

Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.” ( [|LDAC, LD defined, 2005).]

The important thing to pull from this definition is that individuals with learning disabilities are much like their peers in intelligence. What makes them different is the way their brain operates in a specific area and what it does with information it takes in. As a result, their ability to learn or function in that area is different. Individuals with learning disabilities often have cognitive areas of strengths, but their ability to perform does not correspond with the prior. Several different areas of an individual’s life can be affected from academics to life skills [|(Helpguide.org, 2007).]

There are several specific learning disabilities that have been identified and impact an individual’s life in different areas. Dyslexia is a reading disability in which written text is the variable that individuals struggle to understand. Dysgraphia is a writing disorder where the difficulty falls in the ability to write legibly. Discalculia is a disorder that affects an individual’s ability to wrap their mind around the foundations of mathematics. These three disorders will typically affect an individual at all ages in life, but mostly in school as they are largely academic ( [|Helpguide.org, 2007).]

Other disabilities affect the areas of communication. Developmental articulation disorder is characterized by difficulties in the pronunciation of language. Individuals who experience Developmental expressive language disorder have difficulty in finding the words to say what they want. An auditory processing disorder complicates the ability of an individual to turn what people say into a form that makes sense. In addition to the disabilities above there are other ones that physically affect an individual’s functioning, as well as their responses to their environments. Some people have a visual processing disorder that hinders their ability to take what they see and mentally organize correctly. Dyspraxia affects the coordination of an individual’s fine motor movement. Also another disorder called nonverbal learning disorder exists which can involve inabilities to read social situations, as well as create a sense of order around them ( [|Helpguide.org, 2007).]

The way in which a learning disability affects a person’s life may be very different from another’s experience. A learning disability is often something that a person must work very hard at to achieve success in that area. Often a learning disability can have negative effects on a person’s self-esteem and motivation if it goes unnoticed or misunderstood. For students in school it can be very frustrating and tiring always having to put in extra effort to learn. Learning disabilities can be weighing on children in school especially if they are just assumed to be “lazy” [|(LDAV, 2002).]The fact that they have intelligences similar to their peers, but have differences in the way that their brain works just in certain areas is what can lead people to make poor assumptions. Social relationships with other students in the class may be compromised depending on how the child is made to feel in response to their disability. Other feelings such as anxiety, shame and embarrassment are important for teachers to be aware of as they can be quite devastating to a child’s character and ability to reach their full potential in the class [|(LDAV, 2002).]

The prevalence of learning disabilities is quite high. In looking at the population of Canada, it is reported that 10-20% of Canadians are affected by a learning disability [|(LDAA, 2007).]The trend in the last few decades has been a dramatic increase. From 2001-2006, Statistics Canada reports that, “Among children aged 5-14, learning disabilities joined chronic conditions as the most common form of disability.” As well, “The number of Canadians age 15 and over with learning disabilities rose by almost 40%.” ( [|Statistics Canada, 2007).]

There has been much investigation into what causes learning disabilities. The best explanation that has been found thus far is that there are several potential causes. One of those possibilities is that there is a genetic component related to the way a person inherits their genetic makeup. Other things that have been identified are the circumstances that occur while a mother is pregnant and when she gives birth. Helpguide.org indicates, “...use of alcohol, drugs, or tobacco while pregnant; illness and/or poor nutrition during pregnancy; or any other situation that contributes to low birth weight, including prematurity”, as well as, “trauma to the baby’s head, oxygen deprivation, or other trauma or distress” are possible causes (Helpguide.org, 2007). Other external factors that could cause injury to the brain such as accidents or illnesses and toxins in the environment have been correlated to learning disabilities [|(Helpguide.org, 2007).]

Although it is not possible to pinpoint one specific cause, it is possible to begin eliminating some of the avoidable factors such as smoking, alcohol/drug use, pesticides in and around a person’s home. This is an important issue as learning disabilities are increasing in our population. The Canadian Institute of Child Health emphasizes that there is much to be concerned about. The LDAC reports the Board Chairman of the CICH as stating, “Neurodevelopmental disabilities exact a cost, not only for families, but for society as a whole, developmental effects associated with toxic exposures will have consequences over a child’s life” ( [|LDAC], Environmental Health, 2005).

The characteristics of an individual with a learning disability are different for every person, which can make assessment a difficult process. Typically if a learning disability is suspected an IQ test will be administered by a psychologist as the first step in the process. This is necessary to rule out individuals with below average intelligence. If an individual scores in the area of average or above average intelligence other tests will be administered and observation of the student will be conducted in the specific area of concern such as reading, writing, math, visual or auditory tasks etc. [|(LDRC, 2002).]As listed by Douglas College, some possible tests that may be administered are: Wechsler Individual Achievement Test - II (WIAT-II), Stanford Test of Academic Skills (TASK), Test of Written Language - 3 (TOWL-3), Woodcock-Johnson Tests of Cognitive Ability and Stanford Diagnostic Mathematics Test [|(Douglas College, 2008).]

It is important for teachers to be aware of and understand the students with learning disabilities in their class so that they can teach in a way that will reach each of these children. Bender suggests that “differentiation” is the key to doing this. He specifies that teachers need to make changes to the three areas of “content”, “process” and “product” in their teaching style (Bender, 2002, pg 2). Some general things that he identifies to do involve keeping directions short and to the point as lengthy directions can get confusing. When it comes to assigning work to students, design and organize questions for students with learning disabilities specifically for them in relation to appearance and length. Also finding ways to incorporate activities into lessons that require movement will aid in the mental wellness of both teacher and students (Bender, 2002, pg. 21-22).

Bender identifies some strategies that are currently being used and one that he places emphasis on is “metacognitive instruction”. Basically what this strategy involves is teaching the child to be able to help him/herself get through a task by using “inner language” (Bender, 2002, pg 53). Teaching a child to use their “inner language” involve the teacher demonstrating what it would sound like out loud followed by the child mimicking it. This would continue until the child was able to do it alone. The child would then be instructed to lower his/her voice each time saying it until it became internal in their head. This type of strategy would be useful especially for tasks that require many steps (Bender, 2002, pg. 55).

Another strategy that Bender stresses as important is “scaffolding”. This strategy requires that the teacher use their insight to identify the amount of support to give a child. Scaffolding for each child is going to be different and may involve the use of prompts, questions, manipulatives, discussion, guiding worksheets or what ever is necessary to help the child be successful in their task. Once the teacher has put necessary stability points they will be able to back away and let the child do the task all on their own (Bender, 2002).

Bender discusses “Learning Strategy instruction” as a method of helping students with learning disabilities. In this strategy the teacher identifies a specific task that a student has trouble with and an “acronym” is created based on the steps involved in the task. This strategy involves metacognitve “inner language” as the student moves through each letter of the acronym. The teacher provides the demonstration of the “inner language” from which the child practices until he/she is able to move through the whole acronym. Bender identifies that this type of strategy is being used for many tasks such as writing papers, taking tests, editing, and comprehension (2002, pg 76-80).

One final strategy that has been proven to be positive for students with learning disabilities is “peer tutoring” (Bender, 2002, pg. 94). There are a number of things that other students can do to assist others. The peer tutoring could be set up to just involve students in the class or extend into other grades. As well, the opportunity for a student with a learning disability to act as the “tutor” as opposed to the “tutee” can create a positive experience for them (Bender, 2002, pg. 94-98).


 * Specific Learning Disabilities**


 * Dyscalculia (Math disability)**

Dyscalculia is the name given to the learning disability in which individuals have, “difficulty in learning or comprehending mathematics” (Wikipedia, 2008). There are several different characteristics that someone with dyscalculia my exhibit or experience difficulty in:0 mixing up of arithmetic symbols, difficulty identifying numbers as greater or less than each other, difficulty recalling facts from multiplication tables, difficulty learning “concepts, rules, formulae, sequences”, and difficulty “mentally estimating”. Other difficulties relate to telling time and direction, using money, and playing strategy games [|(Wikipedia, 2008).]Some other sources indicate problems such as the rearrangement of numbers such as, “reading numbers out of sequence, substitutions, reversals, omissions and doing operations backwards”, as well as “organizing detailed information” [|(Sharma, 2003).]

Some specific things that teachers can do to help students with dyscalculia as suggested by Harris and Graham (2006) involve making “adaptations” such as: · ask questions that focus attention to the important parts of a problem and verbally state the steps as you proceed · Use guiding question sheets/journals which help to organize thinking · Allow the use of additional manipualtives · Divide the amount of work into smaller chunks · Give “minilessons” Other suggestions include rewording a word problem and de-cluttering worksheets (Ysseldyke and Algozzine, 2006).


 * Dyslexia (Reading Disability)**

//Definition:// When someone has trouble learning to read, processing words or numbers (Learning Disabilities Information for Teens, 2006, p 43). There are many slightly varying “Definitions.”

//Assessment// : Often a school psychologist and learning specialist help to figure out the issue causing the problem. Assessment should be ongoing ( Unlocking Potential: Key Components of Programming for Students with Learning Disabilities, 2002 ).

//Incidence// : Varying statistics exist, 4%-10% are suggested ( [|Dyslexia Research Information]). Dyslexia can be hereditary and seems more prevalent in boys.

//Characteristics// : People with Dyslexia have difficulties recognizing PHONEMES (the basic sounds of speech) and making connections between letter symbols and their equivalent sounds. **This difficulty equating letters with their sounds, transfers over into writing, comprehension and speaking as the four are intertwined.** Because they are very slow to sound out words in their heads while they read their comprehension is often much delayed.

The dyslexic student may:

· Mix up letters, “left” >>> “felt”. · Words may be seen as sp aced incorrect ly. · Words may be all squishedtogether. · Spell words how they “snd” to them. · Have problems knowing his/her left and right · Have difficulty memorizing lists and phone #’s · Be unable to finish assignments for a due date · Have difficulty remembering the names of things. · Have difficulty with words that rhyme · Have difficulty sequencing (the steps of instructions) · Have difficulty learning to tell time (Learning Disabilities Information for Teens, 2006, p.45-46)

//Causes// : The brain of the person with DYSLEXIA processes the information while reading, differently than the non-dyslexic person.

//Trends// : There are programs available that have been formulated to specifically target enhancing the processing ability of the brain by using balance activities.

//Impact on Development and Learning:// People with dyslexia may need · More time to finish tests/assignments · Extra tutoring in reading (one on one) · To tape classes/to be provided with class notes (relieving note-taking stress or slowness) · Use a computer and learn spelling by using the spell check feature.

Sometimes students with dyslexia try hiding their problem by acting out, feigning disinterest in school, or getting others to do their work. As they often try very hard and are __still__ behind, they start to experience feelings of stupidity and worthlessness and friends and family have to be very encouraging and loving to compensate. Build on strengths, build self confidence.

//Strategies// : It is important for the person with dyslexia to be organized and be aided by others to be organized. Break larger assignments down into smaller manageable steps. Someone should help them become acquainted with the school layout so they get to know where their classes are beforehand. Teachers should make it clear they are available to give extra help. Remind these students of their accomplishments, be encouraging and help build self-esteem. Offer projects with several choices that cater to varying skills.

//Service and Supports// : If a student is diagnosed with dyslexia, he/she is entitled to receive help within the school system. (The same supports are available as for Dyspraxia, view below).


 * Dyspraxia (Impaired Sensory and Motor Skills)**

//Definition// **//://** It is an immaturity in the way the brain processes information and results in the organization of movement being impaired. Once referred to as the “clumsy child” syndrome. The person with dyspraxia can also have related problems with language, perception and thought (Learning Disabilities Information for Teens 2006, p.73-74).

//Assessment:// a specialized assessment is necessary from a professional to formally diagnose Dyspraxia. Assessment should aim to contribute to the students program planning. (View general description of Learning Disabilities for more information)

//Incidence// **//://** 10% of the population is estimated to have Dyspraxia, and 2% is thought to be severely affected (statistics varied). Men are 4 times more likely to be affected and it can run in families. Likely one child out of a class of 30 children will be dyspraxic.

//Characteristics:// By the time a child with dyspraxia is 7 years old, some of the following characteristics are often observed, · Slow at getting dressed, messy eater · Unable to tie shoelaces · Lack rhythm when dancing · Clumsy gait · Accident prone · Illegible handwriting and difficulty holding pen properly · Difficulty in gym class · Draw immaturely · Short concentration and listening span · Bad memory · Slow workers · Clapping when excited · Become easily distressed or emotional · Sleeping problems · Complain of migraines, headaches, feeling sick. · Impaired social skills · Excessive frustration and impatience (Learning Disabilities Information for Teens, 2006, p.75-76) and ([|educational-phychologist.co.uk])

//Causes/Trends/Issues:// Dyspraxia can be acquired through damage to the brain, through an accident, stroke or illness, or a child can be born with it.

//Impact on Development and Learning// **//://** Often by the Middle Years, children with Dyspraxia have great difficulty with handwriting and many dislike school and have poor attendance (Learning Disabilities…, p. 76). Low self esteem and social difficulties impact the student with dyspraxia as well.

//Strategies:// Instructions may need to be broken down and simplified; a rhythmical, phonological approach to reading, writing and math helps (Teaching the child…). Be clear about your expectations, and lower them if need be. Reduce the **quantity** of work. Adjust test format (multiple choice, oral, matching) and break tests into chunks; make the text less dense, and concentrate on the visual layout (Unlocking Potential: Key Components of Programming for Students with Learning Disabilities, 2002, p.25//)//. Simplify everyday tasks as much as possible. A routine is beneficial and sticky notes are good reminders of what needs doing, as are day planners. **Ask for the parents advice**. As a teacher you can:

· Create predictable routines · Make strong guidelines · Simplify choices · Give him/her extra guidance · Try and simplify the classroom environment (keep tidy, uncluttered) · Have him/her sit near front of class · Give gentle reminders (Teaching the child…)

//Services and Supports// : In the Manitoba School system a child with “2 or more severe disabilities that produce severe multiple developmental, behavioural, and/or learning difficulties” can access **Level II Support ($8,780 per student). Support is given through the services of a specialised teacher assistants and clinicians. If the student has more severe disabilities he/she can access even greater funds for services and supports. ([|Manitoba Education: School Support])**


 * Communication Disorders- "Speech and Language"**

Communication disorders can be divided into two types: speech disorders and language disorders (Peterson & Hittie, 2003). Communication disorders can be caused by a variety of problems, such as a physical illness, conditions that affect the brain, or by physical deformations (Peterson & Hittie, 2003). Language disorder involves difficulty with oral and written symbols. According to Peterson and Hittie (2003), “students may use words inappropriately, may have difficulty learning grammatical patterns and distinguishing speech sounds, and may have trouble comprehending others” (p. 386). Such errors are cause for concern if not resolved by the fourth grade (Peterson & Hittie, 2003).

Peterson and Hittie (2003) state that “students with a speech disorder...have trouble with the physical act of expressing thoughts orally – articulating sounds, maintaining fluent speech rhythms, and controlling their voice” (p. 387). Children with speech disorders are often diagnosed by the early grades (Peterson & Hittie, 2003). Diagnosis is carried out by a speech-language pathologist.

Treatment for communication disorders is the key responsibility of speech therapists (also known as speech pathologists) (Peterson & Hittie, 2003). Speech therapy is moving from the student being pulled out of the classroom for treatment to “naturalistic” treatment in the classroom (Peterson & Hittie, 2003). Teachers often collaborate with speech therapists regarding teaching strategies (Peterson & Hittie, 2003). We must be aware of the affect that speech and language disabilities have on the student’s self-esteem and friendships (Peterson & Hittie, 2003).

Peterson and Hittie (2003) give a few strategies for teachers to keep in mind: · Be patient with the student when he or she communicates · Give the student classroom jobs that encourage small-scale communication · Give the student choices · Play games that emphasize verbal and written communication to complete · Have the student practice speaking and reading with another student (p. 388).

Teasing is also a significant issue for students with communication disabilities. Teachers should address these problems by building community within their classroom. Peterson and Hittie (2003) give suggestions like:  -Focus on the meaning of what the student is saying  -Do not try to finish sentences or interrupt the student  -Allow for wait time as the student communicates  -Allow classmates to ask questions about the disability  -Make changes to oral assignments that minimize difficulties such as allowing the student to use an unusual way of speaking (p. 388).


 * "Auditory Processing Disorder" (APD)**

Auditory-processing difficulties are seen as the inability to interpret, organize, analyze, or synthesize an auditory message in the absence of a hearing impairment (New Brunswick Department of Education, 2003).

Students who suffer from APD:  -May “tune out” and be viewed as a daydreamer  -May have trouble understanding or retaining information received orally  -May ask the speaker to repeat themselves  -May produce responses unrelated to the topic  -May have difficulty focusing on one sound and may be distracted by background noises (New Brunswick Department of Education, 2003).

Classroom strategies for teachers of children with APD can include:  -Place the student close to the teacher and away from audible distractions  -Present oral lessons in written form  -Use recorded material to help the student link visual and auditory messages  -Establish eye contact and speak clearly, using gestures if necessary  -Show patience and understanding (New Brunswick Department of Education, 2003).


 * "Dysgraphia" - Writing Disorder**

Writing disorder, technically a processing disorder, is also known as //dysgraphia//. Dysgraphia can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper ([|National] Centre for Learning Disabilities, 2007). These difficulties can change throughout life.

Characteristics of dysgraphia are: -Tight, awkward pencil grip and body position -Illegible handwriting -Avoiding writing or drawing tasks -Tiring quickly while writing -Saying words out loud while writing -Unfinished or omitted words in sentences -Difficulty organizing thoughts on paper -Difficulty with syntax structure and grammar -Large gap between written ideas and understanding demonstrated through speech (National Centre for Learning Disabilities, 2007).

There are three strategies for teachers of a student with dysgraphia to choose from. We can accommodate them, providing alternatives to written expression; we can modify, changing expectations for assignments; or, we can remediate, providing instruction for improving handwriting skills (National Centre for Learning Disabilities, 2007).

Practical strategies for the middle years classroom include: -Provide tape recorders to supplement note taking and to prepare for writing assignments. -Create a step-by-step plan that breaks writing assignments into small tasks. -When organizing writing projects, create a list of keywords that will be useful. -Provide clear, constructive feedback on the quality of work, explaining both the strengths and weaknesses of the project, commenting on the structure as well as the information that is included. -Use assistive technology such as voice-activated software if the mechanical aspects of writing remain a major hurdle (National Centre for Learning Disabilities, 2007).


 * References:**

Alberta Minister of Learning. (2002). //Unlocking Potential: Key Components of Programming for Students with Learning Disabilities.// Edmonton, AB: Alberta Learning.

Augustyn Lawton, Sandra (Ed). (2006). //Learning Disabilities Information for Teens:Health tips about Academic skills disorders and other disabilities that affect learning.// Detroit, MI: Omnigraphics Inc.

Douglas College. (2008). Learning Disabilities: Guidelines for Documentation. Retrieved January 25, 2008, from [|http://www.douglas.bc.ca/services/centre-for-disabilities/documentation/learning.html]

Dyslexia Research Information. //British Dyslexia Association//. Retrieved Jan 27th 2008, from [|http://www.bdadyslexia.org.uk/research.html#what]

Dyspraxia Checklist. //Educational-psychologist.co.uk.// Retrieved Jan 29th 2008, from [|http://www.educational-psychologist.co.uk/dyspraxiccklist.htm]

Dyslexia Research Information. //British Dyslexia Association//. Retrieved Jan 27th 2008, from [|http://www.bdadyslexia.org.uk/research.html#what]

Helpguide.Org. (2007). Learning Disabilities: Understanding the types, causes, symptoms and diagnosis. Retrieved January 25, 2008, from http://www.helpguide.org/mental/learning_disabilities.htm

(LDAA) Learning Disabilities Association of Alberta. (2007). Why does LD Matter? Retrieved January 25, 2008, from http://www.ldaa.ca/ld_ldmatter.html

(LDRC) Learning Disabilities Resource Community. (2002). Dealing with LD: Assessment. Retrieved January 25, 2008, from [|http://www.ldrc.ca/contents/dealing/assessment.php]

(LDAV) Learning Disabilities Association of Vancouver BC. (2002). Learning Disabilities. Retrieved January 25, 2008, from [|http://www.ldav.ca/definitions.html]

(LDAC) The Learning Disabilities Association of Canada. (2005). Environmental Health. Retrieved January 25, 2008, from [|http://www.ldac-taac.ca/Environment/report_chemicals-e.asp]

(LDAC) The Learning Disabilities Association of Canada. (2005). LD defined: Official Definition of Learning Disabilities. Retrieved January 25, 2008, from [|http://www.ldac-taac.ca/Defined/defined_new-e.asp]

Manitoba Education:School Support. //Manitoba// //Education,Citizenship and Youth.// Retrieved Jan 27th 2008, from **[|http://www.edu.gov.mb.ca/k12/specedu/funding/level2-3.html]**

National Center for Learning Disabilities (2007). //What is dysgraphia?// Retrieved January 30, 2008, from http://www.ldonline.org/article/12770

New Brunswick Board of Education (2003). //Resource for the identification and teaching of students with specific learning disability: High school program//. Retrieved January 30, 2008, from http://www.gnb.ca/0000/publications/ss/LDHandbook611.pdf

Sharma, M. (2003). BBC Skillwise: Dyscalculia. Retrieved January 25, 2008, from [|http://www.bbc.co.uk/skillswise/tutors/expertcolumn/dyscalculia/]

Statistics Canada. (2007). The Daily: Participation and Activity Limitation Survey. Retrieved January 25, 2008, from http://www.statcan.ca/Daily/English/071203/d071203a.htm

Teaching the child with Dyspraxia. //The Dyspraxia Support Group of NZ//. Retrieved Jan. 27th 2008, from [|http://www.dyspraxia.org.nz/]

Wikipedia. (2008). Learning Disability. Retrieved January 25, 2008, from [|http://en.wikipedia.org/wiki/Learning_disability]