VOLUME 35 NUMBER 1 SUMMER 2008 Communiqué, the publication of LDAO, is published twice yearly. Articles should be submitted to editor Carter Hammett communiqué ([email protected]) approximately six weeks before the THE PUBLICATION OF THE LEARNING DISABILITIES ASSOCIATION OF ONTARIO pulication date. Content deadline for the Fall/Winter Issue is September 15th 2008. Communiqué reserves the right to edit submissions for clarity, length and accuracy. Advertising rates available upon request. Subscription rate for non-LDAO CONTENTS members is $25.00 yearly.

DEPARTMENTS Communiqué provides a forum for information, news and opinions relevant to the fi eld of learning disabilities. 3 Editor’s Notebook: The Styles of Learning The Association does not, in any sense, endorse opinions 4 Message From the Chair and CEO expressed or methods or programs mentioned. Articles may be reprinted unless otherwise stated. Please mention 4 LDAO & LD Happenings: New Teacher’s “LDAO Communiqué” and the article’s author if and Kit Released • Dr. Adam Cox kicks off LDAO Workshop Series when articles are reprinted. • Exciting New IEP Project for LDAO • JVS Learning Disability Centre replaces ALDER • Hotweb spotlights The Ontario Skills Passport

8 Public Policy Round Up: • Human Rights Reforms LDAO Board of Directors • New Members Added to Standards Development committees EXECUTIVE 9 Elsewhere: Bits and pieces of LD news from around the world Ms. Pam Howard, Chair, Guelph Mr. Peter Chaban, Past Chair, Toronto 10 Ask the Expert: Drs Allyson G. Harrison and Mr. Steve Lee, Treasurer, Toronto Alana Holmes introduce readers to Assessment Resource Centres

DIRECTORS FEATURES Ms. Hellen Bogie, Kingston Dr. Glenn DiPasquale, Newmarket 12 A Different Way of Learning: Mr. Vinnie Greco, Sault Ste. Marie Dr. Mark Handley-Derry, Toronto Communiqué contributor Susan Joos serves up the lowdown on Ms. Marianne Hasold-Schilter, Toronto JUMP Math creator, playwright John Mighton in a special profi le • Entrepreneur Richard Danielli shares his recipe for running a suc- Ms. Susan Kennedy, Mississauga cessful business while conquering writing issues • Deana Collins offers Ms. Carol Lyons, Newmarket up the scoop on mnemonics as a tool of the LD trade • Bernadette Pace Mr. Jay Mandarino, Toronto shares her experiences and perspectives on something every parent of Ms. Voula Michaelidis, Toronto an LD child can relate to: social skills • Henri Audet muses on how the Mr. Don Pawlett, Thunder Bay Camp Kirk experience improves self esteem in kids Mr. Bruce Todd, Kingston Mr. Douglas Waxman, Toronto

THE BACK PAGES LDAO Staff 22 Shelf Life: Richard Lavoie’s It’s So Much Work to Be Your Executive Director: Maggie Wygant Friend is reviewed Director of Services and Program Development: Kate Lloyd 23 LDA Chapter News and Views: The Fonz goes Director of Chapter and Member Services: to Essex, Wine and Vintages comes back to York Region and Karen Quinn everyone goes to Kingston’s country music festival Manager, Web Based Teaching Tool: 25 Thanks to Donors and Sponsors Cynthia Grundmann Coordinator of Public Policy and Client Services: 27 Provincial LD Contacts Diane Wagner Fund Development Consultant: Denise Harding Financial Consultant: Cynthia Zone Web Based Teaching Tool In-House Coordinator: Carolyn Gregoire Administrative Assistant: Laura Hoddinott

2 COMMUNIQUE EDITOR’S NOTEBOOK The Styles of Learning

ne of the diffi culties I’ve always encountered with the term, “learning disabilities” is the implication Carter Hammett, Editor Othat people with LDs simply cannot learn.

This is a total myth, of course, but how we learn is something through developing social skills or bolstering a sense of self es- else entirely. In recent years more attention has been given to the teem by mastering the rope climb at Camp Kirk, there are many concept of learning styles and multiple intelligences. Teachers ways of developing competencies shouldn’t be asking, “is this student intelligent?” but rather, “how One of these great success stories in recent years has been is this student intelligent?” the advancement of JUMP Math in schools across the country. Thankfully, we have been able to recognize the gifts that multiple Founder John Mighton took some time out of a busy schedule intelligences can offer. The learner who may not be “book smart” in order to be profi led by contributor Susan Joos. Entrepreneur is great with his hands, and just in time to realize that there’s a Richard Danielli struggled for years with written expression massive skills shortage within the Ontario trades. The learner only to learn from his mistakes and start anew with a successful with visual-spatial problems has developed awesome auditory network solutions company. His story is offered here. The rights skills on his way to becoming a successful broadcaster. of Ontario postsecondary students with LDs have advanced in re- cent years with the establishment of Assessment and Resource Much has been written about learning styles during the last Centres (ARC’s) in both Kingston and Sudbury—and with these, decade and the fi eld has opened realms of possibility in adult improved chances of academic success--and it’s a pleasure to learning too. For learners with LDs, styles of learning have also be able to spotlight their valuable role. These are just a few of the become a positive alternate to feelings of inadequacy and stupid- highlights of what we hope will be a well-received issue. ity. I always fi nd myself telling clients that there is no such thing as “stupidity”; something is only that way once you have made the Now, as summer approaches we hope you’re able to take some decision to label it thus, and the moment that’s happened you’ve time and refl ect on all the gifts the season brings, and celebrate created a judgment. A pity that judgment is so often applied the abundance of learning possibilities you have within you. against the self.

This issue of Communiqué focuses on different ways of learning Carter Hammett, Editor and throughout we try to illuminate the ‘how’ as much as the ‘why’ of things. From a simple compensatory strategy like mnemonics,

CONTRIBUTORS THIS ISSUE

Henri Audet is Executive Director of Camp Kirk internationally, providing continuing education ties of Thunder Bay. She is the Chief Psycholo- • Oshawa-based writer Deana Collins is a on issues related to LD and ADHD. • Dr. Alana gist and Manager of the Northern Ontario and regular contributor to Communiqué • Dr. Allyson Holmes is a registered Psychologist trained in Assessment Resource Centre, in Sudbury G. Harrison received her Ph.D. in Psychology School Psychology (M.A., University of Toronto/ • Toronto-based Susan Joos is a former from Queen’s University, Kingston in 1992. She Ontario Institute for Studies in Education), teacher turned employment counsellor. is currently employed as the Clinical Director of and Clinical Psychology (Ph.D., Lakehead • Welland’s Bernadette Pace is a mother of the Regional Assessment & Resource Centre at University). She has provided service to school three exceptional children, who are a constant Queen’s University in Kingston. She also holds boards for students experiencing learning and source of inspiration in her life and her articles. an appointment as an Adjunct professor in the behavioural challenges and worked with an in- Apart from writing and working part-time as a department of Clinical Psychology at Queens. tegrated services team providing mental health Rehab Clerk for Speech Services, she is also Dr. Harrison has been active both nationally and services to the remote and outlying communi- working as a Certifi ed Parent Advocate, Specializing in Education.

SUMMER 3 LDAO and LD NEWS MESSAGE FROM THE CHAIR AND EXECUTIVE DIRECTOR

Maggie Wygant Pam Howard

On March 4th LDAO hosted a conference call with staff and As the provincial learning disabilities association, it is sometimes board representatives from all chapters. As the initial step of a diffi cult to manage the priorities of our many–pronged mission. more expansive and inclusive plan for chapter support and devel- And like many of our sister organizations, just staying afl oat opment (including quarterly conference calls), the conversation sometimes takes precedence over better intentions and higher was a productive start. It is encouraging and rewarding to have aspirations. While LDAO continued to evolve the Web-Based the input, expertise and success stories from across the province, Teaching Tool Program, with the Ministry of Education’s partner- which we believe will result in some very concrete outcomes: ship, through some very challenging times it is a welcome relief more widely adapted best practices for governance, fundraising, to be able to direct more attention and effort to all of our stake- marketing, advocacy and program development and delivery. holders and to develop professional synergies that will facilitate We would like to thank the staff and volunteers who devoted two more and better services for children, youth and adults with hours of their time to be involved and who will continue to do so. learning disabilities.

In the same spirit of partnership LDAO, with assistance from the Maggie L. Wygant Pam Howard chapters, and their board of education contacts, has been able Executive Director Chair to work with four school boards to pilot its Teachers’ Package on Learning Disabilities. To date we have distributed about 6,000 packages and the feedback has been extremely positive from teachers. Also, with support from the Ministry of Education and working with several parent organizations, LDAO is developing an online Individual Education Plan (IEP) parent resource. We are particularly enthusiastic about working with other parent service organizations in this process.

LDAO Launches Invest in Success Teachers’ Guide to Learning Disabilities

his spring saw the rollout of the fi rst phase of a new LDAO Feedback from teachers initiative in seven of the GTA’s school boards. The Invest and other parties will be Tin Success Teacher’s Guide to Learning Disabilities is collected at the end of this a series of information sheets written specifi cally for classroom pilot phase, which LDAO teachers about learning, learning disabilities and their impact in will incorporate for a larger the classroom. In partnership with corporate sponsors and the roll-out of this important GTA LD chapters, approximately 6000 packages were sent out project. If you would like to teachers in Toronto, Durham, York and Mississauga/Peel. to know more about the Teachers’ Guide to LDs Each package contains concise and useful information about LDs or inquire about how your and specifi c subtypes, as well as ADHD, assistive technologies, board can get involved, and how to employ learning strategies effectively to help students please contact Kate Lloyd achieve their academic potential. Also included is information on at 416 929 4311 ext. 23. each area’s respective LDA chapter and their services.

4 COMMUNIQUE LDAO Announces New IEP Resource Project for Parents and Students

DAO has recently received funding from the Ministry of • Helping parents understand the importance of the IEP in Education for an exciting project that will ultimately result meeting their children’s special education needs, resulting Lin the development of a web-based resource for parents in higher levels of student achievement. and students about their consultative role in the development • Outlining and explaining the EDU policy on IEPs in language of Individual Education Plans (IEPs). The project addresses the parents can understand. need to inform parents, guardians and students about their roles and responsibilities in the creation and implementation of IEPs for • Encouraging students themselves to become involved, in a students with special education needs. The goals of the project gradual process, as this becomes age-appropriate. include: To achieve these goals, LDAO has brought together a reference • Supporting the Ministry of Education’s (EDU) objectives of committee consisting of representatives of a number of provin- promoting cooperative connections between parents and cial parent associations to review and develop materials for the schools, and parent collaboration in the education of their IEP resource. The project will be completed by the end of March children. 2009, after which the Ministry of Education will translate the materials into French.

Farewell to Jeff Clayton

his summer Jeff Clayton will be leaving LDAO to follow his passion for working with students with LD. Jeff has Trecently accepted a position at WillowWood School in Toronto, where he will be assuming a leadership role. The LDAO and its Board of Directors wish him the best of luck with his new position and in all of his future endeavours.

THIS JUST IN ... HARRY POTTER’S POPULARITY BENEFITS UK DYSLEXIA CHARITY

You know you’re a popular writer when your was auctioned at the fl agship store of the work is worth $61 a word. That’s a price most Waterstone’s chain to benefi t a Dyslexia charity writers can only dream of but exactly what Harry as well as the English branch of the writers Potter author J.K. Rowling’s worth. advocacy group, PEN.

Earlier in June, the popular author auctioned Twelve writers, including Canadian Margaret an 800-word handwritten prequel to the popular Atwood, participated in the event. Other notable “Harry Potter” series for $49,000 in a London authors included Doris Lessing, Nick Hornby UK bookstore The Associated Press reported. and Tom Stoppard. Written on both sides of A5 paper, the story

SUMMER 5 Dr. Adam Cox Opens LDAO’s Workshop Series

Sick Kids’ Hospital and LDAO have Dr. Cox also discussed broad approaches to education, in- partnered again to present public cluding teacher education, physical plant design, and gender workshops and lectures, this year issues. While obviously well-grounded in solid science and focussing on practical approaches to pedagogy, Dr. Cox presented his ideas in clear, down-to- LDs and ADHD. The series started earth language and engaged the audience warmly through- March 3rd with a lecture by Dr. Adam out. LDAO looks forward to more practical and successful Cox, author of No Mind Left Behind: events like this in the future. Understanding and Fostering Execu- For more information on Dr. Adam Cox visit tive Control and Boys of Few Words. www.dradamcox.com. The workshop was well-attended and well-received, with no shortage of Books on Executive Function Dr. Adam Cox questions from the audience and good conversations following. No Mind Left Behind: Understanding and Fostering Cox spoke about Executive Control as a common element of Executive Control, multiple exceptionalities which can be concretely understood and Adam J. Cox, 2007, Penguin Group (Canada). dealt with. Breaking Executive Control - or what he calls “The Ex Executive Function in Education: From Theory to Factor” - into eight discrete subsets, he outlined the effects of defi - Practice, cits in each area - initiation, attention, cognitive fl exibility, working Lynn Meltzer, ed., 2007, the Guilford Press. memory, organization, planning, self-monitoring, and emotional control - and gave useful strategies for helping with each. He The Source for Development of Executive Functions, stressed these subsets/skills developed with age, that the human Gail J. Richard & Jill K. Fahy, 2005, LinguiSystems, Inc. brains were not fully developed until age 25, and that viewing child Executive Skills in Children and Adolescents: and youth development from a developmental perspective encour- A Practical Guide to Assessment and Intervention, aged greater patience and empathy in educators and parents. Peg Dawson & Richard Guare, 2004, the Guilford Press.

JVS Toronto Learning Disabilities Centre Takes Off in Toronto

JVS Toronto Learning Disabilities Centre (LDC) is the new ser- 31 after eight years of service to the LD community. For many vice providing support to job seekers with learning disabilities and years, ALDER was one of the few Ontario-based service ADHD in Toronto. providers dedicated to fi nding meaningful work for job seek- ers with learning disabilities and ADHD. However, funding Project GOLD (Generating Opportunities for Learning Disabilities) challenges that have plagued many service providers in is the employment component of JVS LDC and will continue to recent years partly dictated the decision to shut down... Three provide the same services as before including employment and years ago, ALDER formed a partnership with JVS Toronto to career counselling, developing return to work action plans, helping manage its federally-funded programming, and Project GOLD job seekers understand their disabilities, providing workshops on was born. life skills, job search and learning disabilities, as well as job devel- oping and job coaching. GOLD will continue to operate out of 120 Front St. E, in the St. Lawrence Market area of downtown Toronto. Participants Under the JVS Toronto LDC criteria, participants must be receiving ODSP Employment Supports will now be directed residents of Toronto, have a self-disclosed learning disability or to JVS’ Abilityworks program while The ADHD, and be ineligible for ODSP Employment Supports. Service Ontario March of Dimes will pick up to current ALDER clients will continue uninterrupted. programming for Ontario Works clients. JVS Toronto LDC replaces the former ALDER (Adult Learning For further information, call JVS Toronto LDC Disability Employment Resources) which closed its doors March at 416.693.2922.

6 COMMUNIQUE HOTWEB: Ontario Skills Passport Website Offers New Tools and Resources!

http://skills.edu.gov.on.ca

he Ontario Skills Passport (OSP) provides clear OSP Check-Up Tools descriptions of the Essential Skills and work habits impor- Complete a self-assessment of your Essential Skills and work Ttant for work, learning and life. Essential Skills are used in habits. Then choose real workplace activity sets to practice and virtually all occupations and are transferable from school to work, build your skills. There is a Facilitator’s Guide for teachers, train- job to job and sector to sector. ers and practitioners.

The OSP offers high school students, adult learners, job seekers, OSP Check-In Tool for Practitioners/Counsellors workers, employers, teachers, trainers, practitioners, job develop- Access an intake, referral and planning tool that focuses on ers and counsellors a common language, resources and tools Essential Skills and work habits. that help build competence, confi dence and connections. OSP Tracker In the Getting Started section of the OSP website (http://skills. • Use the OSP Tracker to track and plan your skills edu.gov.on.ca) you can access the OSP Webcast and Flowcharts development over time. to get an overview of the OSP and how people are using it. In the Resources section, you can access the OSP Tracker, OSP • Order free OSP Promotional Materials for employers and brochure and teacher/practitioner-developed resources to sup- learners/job seekers. port the use of the OSP in a variety of educational and training • Complete list of occupations and tasks in the OSP database. contexts. FYI New Features Include: The Centre for Working Memory and Learning in the UK offers a fascinating look at studies being conducted into a OSP Webcast - Get an overview of the OSP and see how people somewhat misunderstood area of learning disabilities. The are using it. site walks visitors through current research projects, publica- OSP Flow Charts - Get an overview of the OSP and how you tions and also offers practical advice for both teachers and can use it. parents. Additionally, the site includes summaries of tests for working memory currently available on the market. A useful, Essential Skills and Work Habits in Work, Learning and Life practical and easy to use website that offers a lot for lay • See videos that show how people use Essential Skills and people as well as professionals. Make sure you visit them at: Work Habits in everyday life. www.york.ac.uk/res/wml/

• Learn more about Essential Skills and skill levels.

•Search for sample tasks in work, learning and life.

SUMMER 7 PUBLIC POLICY ROUND UP:

Accessibility for Ontarians with Human Rights Reform Disabilities Standards Development The Human Rights Tribunal of Ontario (HRTO) and the n September 2007, as part of the election campaign, Ontario Human Rights Commission (OHRC) have been the government made a number of commitments to the working on implementing the transition from the current system IAccessibility for Ontarians with Disabilities Act (AODA) of handling human rights complaints to the new one, where com- Alliance, which included adjusting the membership of the AODA plaints will go directly to the HRTO. This change will come into standards development committees to ensure 50 per cent mem- effect on June 30, 2008, and any new complaints as of that date bership from the disability community, and waiving the ministries’ will follow the new system. offi cial roles as voting committee members. The standards devel- In January 2008 the HRTO released new Rules of Practice to opment process was put on hold while new committee members govern the Tribunal’s process for all complaints that have been representing the disability community were recruited, and in early or will be referred to the Tribunal by the OHRC (under the old March orientation meetings were held for new members. system) up until January 1, 2009 (when the OHRC will no longer The Employment Accessibility Standards Development have the statutory authority to refer complaints to the Tribunal): Committee met at the end of March and welcomed 13 additional www.hrto.ca/english/rules/. At the end of January the HRTO also members, recognizing the wealth of experience and diversity of released for consultation (until March 14th) proposed Rules of the expanded membership, but also the importance of building Practice for the new process to start on June 30, 2008. LDAO on the work done by the committee to date. Presentations at the submitted a response to this consultation, and looks forward to meetings included an analysis of barriers to accessible employ- contributing to public consultations on drafting the HRTO Policy ment and an inter-jurisdictional review of accessible employment on Accessibility and Accommodation. best practices and legislation in 19 jurisdictions. The committee A transition team has begun planning for and setting up the new met again in late May. Human Rights Legal Support Centre, which will open on June The Information and Communication Standards Develop- 30, 2008. ment Committee resumed in early April and brought the new members up to date on the progress made so far in creating the Ministry of Education Dispute fi rst draft of the standard. It was clear that a lot of new expertise Resolution Processes and perspectives have been added to the committee. Subcommit- tees have been set up to work on sections of the draft standard, The Provincial Advisory Committee on Dispute Resolution (for to bring back to the full committee in August. The committee is special education programs and services) met on May 8th and still struggling with balancing the need to be specifi c enough so members were pleased to learn that the piloting of formal dispute that organizations know when they are in compliance, with the resolution processes in six school boards will be extended to need for fl exibility in order to encourage innovation. June 2009. The committee heard from the research team about their plans for evaluation of the pilot projects, and welcomed plans from the Ministry to provide further training on the informal dispute resolution processes outlined in Shared Solutions.

8 COMMUNIQUE ELSEWHERE LD Notes From Around the World United Kingdom ment recommends. An electrocardiogram measures the heart’s Adults Struggle with Arithmetic, Survey Finds electrical activity and can often identify heart rhythm abnormali- ties such as those that can lead to sudden cardiac death. One in four adults has diffi culty with mental arithmetic a British If heart problems are suspected after the evaluation, children survey suggests. should be referred to a pediatric cardiologist and children should Women are less confi dent than men BBC Online reports, with have their heart health monitored periodically, the guidelines say. one in three struggling to add up sums in their head, compared to Stimulant medications can increase heart rate and blood pres- 18 per cent of men, the poll of 2000 adults found. sure of children, but these side effects are insignifi cant for most Some 47 per cent of those polled wished they learned more math children with ADHD; however, it’s an important consideration for at school, the survey for numeracy campaign charity Every Child children who have a heart condition. Certain heart conditions in- Counts suggested. crease the risk for sudden cardiac death, which occurs when the heart rhythm becomes erratic and doesn’t pump blood through And more than half of women asked math questions by their the body, the statement says. children or family said they struggled to answer them. The statement on Cardiovascular Monitoring of Children and The fi ndings tie in with earlier research that suggests a large Adolescents with Heart Disease Receiving Stimulant Drugs is chunk of the adult population has problems doing basic math. published online in Circulation: Journal of the American Heart This is problematic as it is estimated that these skills are needed Association up to 14 times a day. UPI.com, April 23 The survey suggested one in fi ve adults aged 25 to 34 said they felt a greater ability in math would further them in their career. Finland Metro, March 10 ADHD Symptoms Change with Age India U.S. researchers looking at attention-defi cit hyperactivity disorder in Finnish children confi rm ADHD symptoms change with age. Government Learns a Lesson from Tare Zameen Par The study, published in the Journal of the American Academy of Child and Adolescent Psychiatry, confi rms hyperactive and impul- The Indian Film Taare Zameen Par follows the struggles of a sive behaviours do decrease with age, while inattention increas- young boy with Dyslexia, and how he fl ourishes under the atten- ingly becomes predominant. tion of a caring teacher. Its success in India has led the govern- ment to action. The Minister for Women and Child Development, Two-thirds of children with ADHD continue to exhibit signifi cant Renuka Chowdhury says, “We have started workshops for levels of inattentiveness and impairment into adolescence, de- principals from various schools and have also started camps for spite the differences between treatment approaches and cultures parents to be sensitized. It is more important to create aware- between the United States and Finland, the study said. ness. It is a huge task and Taare Zameen Par did it brilliantly. A University of California, Los Angeles, researchers, led by Susan whole lot of people went home and discussed Dyslexia after they Smalley, looked at ADHD teens in Finland that were part of a saw the movie. When the discussion starts, the change starts.” long-term study begun prenatally in 1986 by the Imperial College CNN-IBNLive.com (India) February 08, 2008 London and the University of Oulu, Finland. The ADHD population in northern Finland exhibited two genes United States associated with ADHD known as DBH and DRD2. These genes ADHD children should have hearts checked affect the regulation of dopamine -- a neurotransmitter involved in attention, motivation and emotion. Although the researchers Attention-defi cit hyperactivity disorder drugs can increase heart say the genes likely account for very little of the genetic variation rate and blood pressure so children should have hearts checked, underlying ADHD, the fi ndings further support the involvement of U.S. guidelines say. the dopamine pathway in the disorder.

Children with ADHD should get careful cardiac evaluation and United Press International Jan. 24, 2008 monitoring -- including an electrocardiogram before treatment with these stimulant drugs, an American Heart Association state-

SUMMER 9 ASK THE EXPERT As Easy as A-R-C

How can students with learning disabilities make a successful transition to post-secondary education? Dr. Allyson G. Harrison and Dr. Alana Holmes show you how with Assessment and Resource Centres

ne of the biggest identifi ed barriers to the success of students with learning disabilities (LD) at the post-sec- Oondary level is inadequate or incomplete documentation of their disability (Bell, 2002; LOTF, 2002). This creates a problem as more and more students identifi ed as having such disabilities are now enrolling in college and university. Indeed, there are Dr. Alana Holmes and Dr. Allyson G. Harrison presently more than 13,000 students in Ontario’s colleges and universities who have diagnosed LDs. These students are ca- Accessing the ARC’s pable of being successful...if they have the supports and services they require to level the playing fi eld and demonstrate what they The ARC’s allow students to get appropriate, comprehensive and know. In order to access these existing supports, however, they reasonably-priced assessments that identify their strengths and require an updated and comprehensive psychoeducational as- make specifi c and relevant recommendations for accommoda- sessment. tions and supports. The diagnosis of LD has, until now, not al- ways been available to individuals without the fi nancial means to In 1997, the Ontario government struck the Learning Opportuni- pay for an expensive assessment. Happily, initiatives such as the ties Task Force (LOTF). The mandate of this task force was to ARC’s provide students with an opportunity to undergo such an investigate the status of post-secondary students with LD and assessment at a cost that is appropriate to their fi nancial means. make recommendations that would enhance access and services To date, these centres have provided over 1,000 assessments. for students with specifi c learning disabilities. The fi nal report of the task force was submitted to the Ontario Ministry of Training, Kingston’s RARC is a stand-alone clinic and serves students Colleges and Universities (MTCU) in November 2002. This report in all of southern Ontario. Its Mobile Assessment Team (MAT) contained seven key fi ndings and 24 recommendations. One of provides assessments in all cities in this region to assist in the the key fi ndings was that: transition process. NOARC/CÉRNO is physically located over the Glenn Crombie Centre for Disability Services at Cambrian Col- “A signifi cant majority of the students arrived at (post-secondary) lege in Sudbury. Its in-house team of psychological profession- institutions with no, or at best inadequate, diagnostic information. als provides assessments primarily to the three post-secondary As a result, students had neither appropriate documentation nor institutions in Sudbury. NOARC/CÉRNO’s roster of external an understanding of their own learning disabilities. A compre- psychological practitioners provides service to students on all of hensive, up-to-date diagnostic assessment is essential for the the main campuses (and some satellite campuses) of the eight provision of requisite supports, services, programs and accom- other colleges and universities in Northern Ontario. modations for students with learning disabilities.” Ideally, such assessments should occur before the student The LOTF therefore recommended that, “The Province should es- begins college or university. This enables them to start their tablish, implement and evaluate the concept of Regional Assess- post-secondary studies having already forged a relationship with ment and Resource Centres” or ARC’s. the Disability Offi ce, understanding their learning profi le and In a proactive and visionary move, the MTCU decided to accept needs, and in possession of appropriate documentation capable this recommendation and fund two such assessment centres. The of securing their accommodations. In fact, it is recommended fi rst of these, the Regional Assessment and Resource Centre that all students in need of accommodation, and accepted into (RARC) was established at Queen’s University in Kingston in a post-secondary institution, secure an appointment with the September 2003. The second, the Northern Ontario Assessment Disability Offi ce staff for assistance in determining if their existing and Resource Centre/Centre d’évaluation et de ressources du documentation is adequate to garner accommodations. Help- Nord de l’Ontario (NOARC/CÉRNO), began in April 2004 at Cam- ful documentation might include: medical reports, IEPs, IRPCs, brian College in Sudbury. These centres and the psychological educational assessments, and professional assessment reports. professionals, who work with them in every part of the province, Disability Offi ce staff can review the presented documents and can assist high-school students in making a successful transition advise on the need for additional documentation or updated to college or university. assessment.

10 COMMUNIQUE Transition Planning But Wait! That’s Not All ...

Students and their parents may not be aware of the various meth- While it is true that the ARCs provide high-quality assessments, ods of funding such assessments. Currently, the ARC’s provide their mandate is much broader than this. They also provide train- assessments at a modest fee, with a sliding fee scale based ing opportunities for graduate students in psychology, education on fi nancial need. In addition, students with disabilities who are and rehabilitation medicine; engage in clinical research; offer eligible to receive even $1.00 of OSAP may access the Bursary transition support and disability-specifi c counselling to students; for Students with Disabilities (BSWD), which can in fact fund a and act as a resource for people seeking LD-specifi c information. transition assessment. As well, students denied OSAP but with In any area of student service, one needs to engage in research, proven fi nancial need may receive an assessment funded by their the results of which will improve and advance the service that is home ARC. being provided. Providing service without continually validating Research from the LOTF also identifi ed that students with LD re- it as well as generally endeavouring to “push back the frontiers quire specialized transition planning to help them succeed at the of knowledge” would be to abandon one’s role as a professional. post-secondary level. One transition initiative developed by the To this end, these two centres have begun collaborating on joint team at RARC is a program called On-Line to Success, available research projects that will benefi t students with LD all over North to any Ontario student planning to attend college or university America. Their combined research efforts will help to inform both anywhere in the world. This past year, the program ran in seven our practice and the practice of other professionals in this area of different school boards, and feedback from students, teachers service provision across Canada. It will help clinicians make more and parents about the value of this program has been universally accurate diagnoses, which in turn will lead to provision of more positive. Furthermore, the follow-up information we have on past appropriate treatment and academic support. participants would indicate that they continue to feel that this pro- The ARCs are able to provide updated or initial assessments for gram signifi cantly improved their fi rst-year transition experience. any Ontario student accepted into or enrolled in college or uni- Presenting information about this unique program has given us versity. For further information about these assessment centres national exposure, and RARC has received requests from all over please contact using the information below. A referral may be Canada to allow other schools to use this program as part of their initiated through the Disability Service offi ce where students have curriculum. Students with LD should also investigate other transi- been accepted. tion programs provided at their chosen institution.

For further information on the ARSs please contact them at At a Glance the addresses below: Regional Assessment and Resource Centre (RARC) • In 2004, the fi rst Regional Assessment and Resource Centres (ARCs) were established in Kingston and Queen’s University Sudbury for postsecondary students with learning 186 Barrie St. Kingston, Ont. disabilities. K7L 3N6 • The ARCs allow students to receive reasonably-priced Phone: 613-533-6311 www.queensu-hcds.org/rarc/ assessments, transition planning, including a service called On-Line to Success, which is available to any The Northern Ontario Assessment & Resource Centre/Centre Ontario student in the world. Training opportunities d’évaluation et de ressources du Nord de l’Ontario (NOARC/ exist for some students to engage in research as well. CÉRNO) 1400 Barrydowne Rd. * There is a signifi cant difference between a psycholog- Sudbury, Ont. ical diagnosis of an LD and the criteria for identifi ca- P3A 3V8 Phone: 705-524-7397 tion of an LD in elementary or high school. In ad- Fax: 705-524-6779 dition, at the post-secondary level, students can only www.noarc-cerno.ca access disability-related accommodations and services if they have a formal diagnosis of a disability. Sadly, most parents and students are not aware of this fact, and are surprised when the accommodations they have always received in high school are no longer offered to them based solely on an “identifi cation.” Criteria for an appropriate and thorough assessment report may be found at www.ldao.ca/what_are_lds/as- sessments.php

SUMMER 11 A Different Way of Learning

Thirty years ago, the concept of learning styles and prefer- ences took off when David A. Kolb, introduced the concept that learning preferences can be described using two continuums: active experimentation-refl ective observation and abstract conceptu- alization-concrete experience. The result is four types of learning styles:

Converging - the decision maker (active experimentation-abstract conceptualization)

Accommodating - the do-er (active experimentation-concrete experience)

Assimilating - the planner (refl ective observation-abstract conceptualization)

Diverging - the creator (refl ective observation-concrete experience)

Much has been developed and debated over the past three decades and there is little consensus about the success of this learning styles model. We certainly know that adults benefi t from multi-modal learning, but as recently as last year, Susan Greenfi eld said that “from a neuroscientifi c point of view [the learning styles approach to teaching] is nonsense”in The Times Educational Supplement Magazine.

The debate continues. What is clear is that many communities simply do not fi t into the dated style of “book learning” and classroom teaching that have dominated academics for so long. This issue of Communique, looks at some of these differ- ences and reports on the successes of programs like Camp Kirk and JUMP Math and how one entrepreneur successfully grew his business while developing his own methods for overcoming writing diffi culties. One writer introduces read- ers to a practical tool of the trade in mnemonics, and one mother traces the journey of her children’s social learning and its impact on their development.

We hope these stories provide a forum for continuing the debate!

12 COMMUNIQUE *Making Things Wrok

In a fast-paced world where the written word is pervasive and all encompassing, one man rose above his challenges to create a thriving computer fi rm while learning “the write stuff.” Richard Danielli shares his story.

usiness owners and serial en- School grades didn’t come easily. Every- trepreneurs need to be able to one thought that if I simply wrote out the Broll with the punches. They have words often enough then I would learn to to accept that there will be times when spell them. This was not the case. People, things don’t work out just right. Well, including me, could not understand what Richard Danielli things not working out is the story of was wrong because I was obviously intel- my life. ligent. When I spoke on a subject I was fully cognizant of facts, people, places, Part way through university, I decided that I own eSubnet, a Toronto consulting fi rm, and dates. I’d spent enough time sitting at a desk and which provides data networking and in- couldn’t take it any more. I had already ternet security services. As a consultant, THE WRITE STUFF? switched my major away from computers I travel to a variety of countries, work for But when it came to writing, I was unable and into philosophy, which I had the most a number of companies and organiza- to get any of this down on paper. I was amazing time with. This was my fi rst real tions. Day in and day out, I am fi xing a frustrated for losing marks on history exposure to the subject and I got along data network issue at one place, securing papers because of grammar and spelling well with the philosophers as they were in a web server someplace else, or helping errors. That sort of thing was for English their own ways stuck in systems which did improve service deliverability for another class, wasn’t it? not work for them. client. One of the highlights of my job is “ethical hacking” where I get to play the During high school, I faced the task of se- SOUND FAMILIAR? bad guy, so that the bad guys fail. lecting my life’s path. The general thinking then was that you would pick your career For the next several yearsI had numerous I also have a learning disability. It got me and that was that. You would graduate jobs ranging from stock boy, to construc- where I am today. from school, be hired by a company and tion labourer, and bicycle courier, eventu- ally becoming an electrician. Scoring high It wasn’t until entering university that I there you were, all set until you retired. Of enough on the electrician’s test to earn learned I might have Dyslexia. I struggled course we now know this is not how the my inter-provincial license, I could practice all through grade and high schools with world works. my trade in any province, except Quebec. low marks because of poor spelling, while I had the toughest time imaginable The fi rst company I owned was as an studying the humanities. During high selecting the one thing I would be doing electrical contractor. That effort didn’t work school they thought I had a comprehen- for the rest of my life but fi nally chose out. I was overly nice to clients causing sion problem. Everyone seemed frustrat- computers. I knew they would eventually me to not charge enough to allow the ed at not understanding my challenges. become important and it was one subject company to succeed. I also had trouble concentrating during I was really good at. I easily grasped what class or while completing homework. This was going on inside the computer and I returned to the job market. The fi rst was to become a major infl uence on the often completed assignments ahead of place I worked sold and repaired comput- path my life took. schedule. ers, later moving to a fi rm that provided security solutions to large and medium companies. Two-and-a-half years later, I departed from that job and once again focused on starting my own company.

SUMMER 13 During the last decade I have learned to communicate better with the written word. To achieve this I wrote, and wrote, and wrote. I gave my writing to friends and colleagues for feedback. Now, the frustration I had in school is gone. Now I understand that my ability to convey a message was equally as important as the message. I still can’t write a story but I do excel at writing documentation.

When you have something like Dyslexia, you develop tools for dealing with your shortcomings.

Here are some things that I do.

• Every email I send gets spell-checked automatically.

• For important communications, I read out loud to myself so I can UNSCRAMBLING SCRABBLE hear the words I wrote. Recently I have begun to play online At a Glance Scrabble. I was introduced to this by Carolyn Burke, who is the CEO of Integ- • A friend or colleague reads really rity Incorporated and a key member of • Throughout his life, entrepreneur important communications. my advisory board. By playing the game Richard Danielli has struggled I am learning how letters fi t together. The with attention problems and writ- online system where I play has a set- ing. He went through a number • I use ‘also’ instead of too ting to ensure that all words are spelled of careers, including electrician (I always have a hard time keeping properly. Without it I might have become the ‘to’s straight) the fi rst player to get a negative score in before deciding to start his own the game. computer solutions company in Toronto. I often wonder how I make this work. • I triple-check long distance Here I am with so many challenges which numbers because transposition • He uses various methods to help I have dealt with all of my life. And, that is errors can be costly with long him with his writing, including the answer. I have struggled most of my distance. playing online Scrabble, ensuring life. his emails are proofread, either by Struggle is what I am used to and fi nding colleagues or electronically. • I have my phone number written solutions is what I do. on delivery menus to ensure I get • Today, he still struggles with it right for the delivery guy. writing but has developed enough • I have staff that looks after some coping strategies to enable him to of the details I can’t seem to Editor’s note: Yes, the title is intentional! run a successful business. remember month- to- month.

14 COMMUNIQUE IN PERSON Jump Math: A Guided Discovery

It all began as a way to make a little extra money for himself, but now award-winning Canadian playwright Johan Mighton is just as well known for creating the wildly successful JUMP Math Program that’s offered in schools across the country and has changed the lives of thousands. Susan Joos reports on the phenomenon that’s gaining an international reputation.

Photo: Peter Bregg

ave you ever yearned to do evidence that the brain is really plastic, The same thing happened again in mathe- something in your life but felt you that people can develop new abilities and matics. He had always been intimidated by Hcouldn’t? Meet Dr. John Mighton– new intelligences can emerge at any time math and almost failed Calculus at univer- mathematician, playwright and founder in life with training. This is referred to as sity. But when playwriting failed to gener- of JUMP Math – a respected system neuroplasticity. But this research also ate a living income, he started tutoring. He he developed for teaching and learning suggests that it won’t happen unless the worked his way back through high school math. He is also the author of The Myth mind is engaged and attentive. Mighton material at his own pace and through hav- of Ability –which chronicles the evolu- believes that excitement, fun, and a sense ing to explain and repeat it over and over, tion of JUMP, along with insights into the that you are going to conquer something, things once mysterious to him became teaching methods that have won raves on especially when collaborating with others easier. This gave him the confi dence to go both sides of the Atlantic, and The End of can all magnify neuroplasticity. All these back and do mathematics. Ignorance - a passionate examination of attitudes are embedded into the JUMP That experience underlies a lot of JUMP’S how we learn. Math approach. philosophy: even if you apparently lack a Mighton writes in The Myth of Ability Mighton never believed he had a talent particular skill, you can develop it through that “based on my work with elementary for math, his marks fl uctuating wildly in rigorous work, guidance, and training. students, I am convinced that all children, school. But in his 20’s he discovered the Many people think that things like original- except possibly those who are so severely work of poet Sylvia Plath and began to ity, creativity, and an ability to discover new disabled that they would not be enrolled think he could develop a talent for writing. skills come out of nowhere. While some- in a regular school, can be led to think Plath taught herself to write by sheer times this happens, it doesn’t mean you mathematically”. determination, learning everything she can’t develop those things in a person who could about poetry using imitation to appears to lack a natural gift. He started JUMP Math back in 1998 while determine how it worked and then writing tutoring Toronto students. Less than a de- The question Mighton raises in The End her own version of it. At fi rst her work was cade later JUMP programs are offered in of Ignorance is why are we so reluctant to derivative, but she gradually developed 114 schools in 31 cities across fi ve prov- give children that kind of guided train- her own voice, becoming one of the most inces. In Ontario alone, 36 schools rely on ing? He emphasizes that it doesn’t mean celebrated poets of the past century. JUMP-trained tutors to support classroom teaching in a rote way. If you tell a student students in math. Schools in London, This was a revelation for Mighton. He everything and treat them like a robot and England, also participate in JUMP. started imitating her poetry, other poets, never explain why things work; never test then, eventually playwrights, and saw that their knowledge by giving them new op- Mighton feels that one of the reasons with relentless practice he could develop portunities to extend their knowledge - that JUMP Math is successful is that many a voice of his own. Ten years later the text is rote learning. of the things described in The Myth for his play, Possible Worlds received the of Ability are now being confi rmed by Governor General’s Award. psychological research. There is growing

SUMMER 15 However, guided discovery occurs when the JUMP materials in accordance with learners are allowed to take steps them- the program’s principles and methodol- selves to make a discovery, no matter how ogy has the potential to support teachers small the step is. Even with the simplest to raise the quality of their teaching (and tasks, if you constantly embed bigger therefore children’s learning) from satis- ideas into the process, helping them gen- factory or good to outstanding. eralize and--as much as possible--expect- “All teachers reported a signifi cant ing them to make those steps, or through improvement in attitude and self esteem self-talk demonstrating they understand in the vast majority of pupils participat- different aspects of the concept, that is ing in the pilot. Behaviour also improved; guided discovery. JUMP Math espouses children who had been disruptive during this approach. lessons were engaged, focused and en- More evidence is starting to emerge that thusiastic during the JUMP sessions.” working memory is weak, as psycholo- The emotional or inclusive aspect is one gists publish more research. Some state key area that teachers feel is addressed. that we can usually only retain one or two It refers to the sense of security created things at a time, and that we need lots of with an approach that espouses such practice before concepts emerge. If you practices as: John Mighton haven’t consolidated the basic concepts and skills before trying to learn a larger • Isolating the particular skills required to a sense of safety, the stimulation of self concept, you are often overwhelmed just solve the problem worth and value, dignity and a sense of with the mental effort of mastering the community…reliability of logic…. It weaves basic skills. No one expects a novice to • Assume there is something wrong in new positive connections in the brain, not play the piano or compose beautiful music your explanation if your students don’t just math connections”. without knowing where the notes are. But understand your lesson kids arrive in high school without those “Learning/remembering to break things • Use of explicit teaching basic number facts and operations. down smaller and smaller and making Mighton asks why this is. • Engagement, encouragement and certain they have the prerequisite knowl- empowerment (use of psychology of edge to accomplish the task; sequential The success of JUMP methods is sup- progression of concept learning”, com- learning) ported by current research. During mented another instructor. 2006-2007, three independent studies One teacher stated “there is more of an All these practices support writer David were conducted in London, England and awareness of emotional intelligence in this Sousa’s claim that the learning environ- Vancouver. In all schools teachers were program that I love…the development of asked to target those children who weren’t expected to meet age-related expecta- tions on the national tests at the end of John Mighton emphasizes the following the Canadian equivalent to grade 6. Four important JUMP Math principles hundred and fi fty-four students, 90 per cent of whom were at least two years • Assessment: Before you begin the lesson, verify that your students have the below age-related expectations, received skills needed to complete the task. John Mighton states that this assessment is four-to-10 months of JUMP instruction. the key to JUMP Math. The worksheets are the assessment tools. He states that The national test results at the end of they are part of the program but teachers need to also supplement their lessons the year were particularly strong among with enriched activities. There are workbooks now related to the full Ontario children who were two years below age- Curriculum from Gr.1-8. There are also lesson plans on the JUMP Math website related expectations. The results showed that show teachers how to teach the concepts fully and offer many activities and 69% were at or close to age-related ex- bonus questions (www.jumpmath.org). pectations one school year later. Overall, • Scaffolding - the exercises have to be arranged so that the discoveries kids 33% of the students achieved success, make in one exercise naturally lead to the next exercise. Have a gradual series even though 60% were more than two of increasingly harder exercises. years below age-related expectations at the start of the pilot. • Allow enough time for practice, especially with weaker students

Improvements in confi dence and the • Raise the bar incrementally through “bonus questions”. You constantly provide attitude of all children participating in the a set of bonus questions that look harder, but do not introduce too much new program were almost universally reported. information to keep the faster students working while the weaker students are It was further stated that “effective use of practicing

16 COMMUNIQUE ment is critical to the student’s com- student’s foundation slowly, solidify- When asked about adults with learning prehension of material. He says when ing key concepts that liberates them disabilities and the potential they have “students feel positive about their learning to strategize at deeper levels and take for making progress with their learning, environment, endorphins are released in more risks. Furthermore, the teachers Mighton feels that what he calls “mental the brain. Endorphins produce a feeling of reported, ”the use of JUMP Math un- occupational therapy” (he compares it with euphoria and stimulate the frontal lobes, folds the student’s thinking skills, pro- physical occupational therapy that might thereby making the learning experience motes independent thinking and serves be used for someone with a physical dis- more pleasurable and successful”. to create excitement and curiosity” ability) can be done at any age. It’s not too late for adults. He states that until 10 years Vancouver feedback included the fact Mighton states, “You can fi nd concepts ago people would have thought that the that teachers embedded in brain is fi xed by age six. He states it is not felt “that the the simplest and now the scientifi c work in the area of simplifi cation, rules and cognition is showing this. This is the hope incremental procedures he has for adults with LD. steps, rep- of math”. We etition and teach either Mighton’s perspectives on learning and reinforce- too much education also encompass how he feels ment offered in the small about the state of affairs in our world. He reaches all steps and feels hopeful for three reasons. Firstly learners and procedures is the new scientifi c work on cognition gives students or too much (plasticity) that is providing understanding the chance in the big- about how the brain actually works and to overcome ger con- people are fi nally opening up to it. Scien- obstacles as well as build the memory of cepts. Teaching math should be like tists therefore are also beginning to recog- strategies and concepts. This includes the a hologram. If you cut a piece out of nize more about what kids need to learn. reduction of language. a hologram you can know everything He feels much of the research results are about the big picture - the entire picture supported in the JUMP approach. JUMP There is also a perception that progres- is embedded in that piece. We have to is now supported by some of the leading sions of steps from simple to complex start thinking of mathematical concepts educators, neurologists and cogniscien- or from concrete to abstract builds the as holograms, I think” tists. There is a growing body of evidence that the brain can really change itself but only if we teach it according to certain principles which also take into account the limitations of the brain. This means lots of practice, scaffolding and attentiveness. At a Glance Mighton believes this research will change education.

• Playwright and teacher John • Part of JUMP’S philosophy is He also feels for the fi rst time, people are Mighton started JUMP Math even if you apparently lack a par- really beginning to connect the effect of their actions to the environment, pointing back in 1998 while tutoring To- ticular skill, you can develop it to Al Gore’s movie An Inconvenient Truth ronto students. Less than decade through rigorous work, guidance, which contributed to a greater sense of later JUMP programs are offered and training. conscience. It helped people to under- in 114 schools in 31 cities across stand how small things add up. • A recent study conducted in Van- fi ve provinces. couver and England demonstrat- Thirdly, he has seen what happens when • Research suggests There is ed that 69% of school children teachers take education into their own hands–when they form study groups and growing evidence that the brain involved in JUMP Math were at mentor each other. He claims that what is really plastic, that people can or close to age-related expecta- has been occurring in British Columbia develop new abilities and new tions one school year later. is one of the most inspiring things he has intelligences can emerge at any ever seen and says that teachers are re- time in life with training. This is ally mobilizing to improve their teaching. referred to as neuroplasticity and John Mighton’s approach to learning is is a key application relating to empowering, inspiring and successful. For JUMP Math. more information, visit JUMP’s website: www.jumpmath.org.

SUMMER 17 Raising Exceptional Children with Social Skills Struggles: A Parent’s Enlightenment

As every parent knows, learning disabilities can have a social component, and often these kids are out of synch with their peers. The pain of being ridiculed and ostracized can be heartbreaking. But there is hope. Here, parent and advocate Bernadette Pace shares her story and offers solutions and hope carved from a lifetime of experience.

orn into this world as creatures of Often a child having problems with at- noticeable to people for whom it happens social nature, our lives are intri- tention and poor impulse control says or automatically, but it’s very frustrating if Bcately connected and affected by does the wrong thing at exactly the wrong you’re not one of those people.” 1 our interactions with others. From infancy time. A common misperception is that we mimic those close to us and their since the child looks ‘fi ne’ and is verbose, Since LD manifestations are unique for feedback provides guidance. During child- his/her errant ways are purely attitudinal. each child, social interactions can be mild- hood we begin to fi ne - tune our social ly-to-severely affected by defi cient lan- In order to help my children and to advo- know-how as we build new relationships guage skills. Similar diffi culties arise when cate more effectively, I set out to become and strengthen those already cherished. a child has poor attention and impulse an expert on their respective disabilities. control, as diagnosed in ADHD, or when a But when neurobiological disorders, As I delved into various sources – visits child has diffi culty with emotion regulation including learning disabilities (LD), involve with specialists, support group contacts, (frustration tolerance) and cognitive fl ex- diffi culties with social cognition – the books, journals, videos, web information ibility (mind set shifting), often associated ‘thinking’ behind the practice of social - I learned that our ability to relate well with Tourette Syndrome. Incidentally, it is skills – connecting with others can be- with others is contingent upon multiple not uncommon for children with disorders come challenging. complex functions within the brain, each to have defi ciencies in multiple areas and of which is performed in a fraction of a to varying degrees. As a parent of three children, 11, 12 second. and 15 years of age, each diagnosed • Research suggests as many as 75% with different disorders and disabilities To date, various researchers have identi- of children with LD have social skills (ADHD, Tourette Syndrome, Obsessive- fi ed a number of interrelated cognitive defi cits.2 Compulsive Disorder, Sensory Integration processes involved in social interactions. Dysfunction, Anxiety, Nonverbal LD, Lan- A basic description includes: receptive • On average a child spends about 1,000 guage Processing LD), I am able to share language (how we take in information via hours a year in the classroom, account- insight into the challenges they face each the senses); language processing (how ing for less than 20% of his/her time. day. The most signifi cant observation is we identify, sort the incoming information The remaining time is spent in social that although each child’s diagnosis is and store/retrieve from memory); atten- environments – hallways, playground, unique and symptoms vary, one common- tion control, impulse control, and emotion sports, recreational activities, and com- ality remains prominent – social. control; problem solving skills (planning, munity settings - wherein the greatest 3 previewing, and selecting appropriate re- challenges occur for a child with LD. Unlike a physical disability, LDs are sponses); as well as monitoring outcome ‘invisible’ and not as easily recognized. Dr. Marshall Raskind, an LD researcher, and adapting responses as necessary. Unfortunately, when others are unaware, shares his perspective: “Children with LD a child’s faux pas can be interpreted as According to Dr. Ross Greene, Found- are often socially rejected by their peers, intentional and incite criticism, teasing, or ing Director of the Collaborative Problem and have problems establishing and main- spur active avoidance by peers. He/she Solving Institute in the Department of taining friendships...researchers continue may be subjected to harsh judgements, Psychiatry at Massachusetts General to study the reasons behind such prob- and labels such as “rude”, “obnoxious”, Hospital, and author of The Explosive lems, which can be more debilitating than “self-centred”, “mean-spirited”, or “insen- Child, “This process [social information the academic diffi culties most commonly sitive.” processing] is non-stop and requires a equated with LD.” (Research lot of effi ciency and fl exibility. It’s barely

18 COMMUNIQUE Trends: Social Information Processing It is my experience as a parent advocate Additional coaching in social cognition, and Emotional Understanding in Children that the combined support of specialists, such as drawing attention to non-verbal with LD, www.schwablearning.org) informed and understanding school pro- feedback and reviewing unspoken social fessionals and family members ensures rules, is ongoing within a growing circle of Such debilitation is painfully evident in a child with disorders/LD has the oppor- support. school and recreational activities. Both tunity for positive learning experiences, environments require interactive prowess. Understanding relationship building is a strengthened skills, and healthy relation- Dr. Mel Levine, founder of All Kinds of lifelong learning experience for all of us ship building. Minds Institute, writes in his book, A Mind and helps me to keep my children’s dif- at a Time, “In relating to one another, kids Today, with a strong parent-school team fi culties in perspective. Maintaining a posi- constantly have to absorb and interpret collaborating for student success, my chil- tive outlook and celebrating their achieve- social feedback. They need to pick up dren’s needs are more accurately defi ned ments, no matter how small, is the secret subtle cues etched on the facial expres- in their respective Individualized Educa- to success in overcoming adversity. sions or body movements of those with tion Program (IEP). The accommodations whom they are interacting. Of course, refl ect our joint expertise in what works if you are insensitive when it comes to well. Many environmental stressors were RESOURCES social feedback, as is the case for many reduced or eliminated, providing relief 1 Greene, Ross W., Ph.D. The Explosive Child, Harp- kids with social cognitive dysfunctions, from a variety of symptoms caused by erCollins Publishers, New York, NY, 2005. (45) you don’t even notice you are infuriating neurobiological disorders. School offi cials 2 Kavale, K.A. & Forness, S.R. (1996). “Social Skills the person you’re with.”4 also addressed the teasing. These steps Defi cits and LD: A meta-analysis.” Journal of Learn- created more accessible opportunities for As my children progressed from primary ing Disabilities, 29(3): 226-237 my children to enhance language skills to middle school, and after sampling 3 Lavoie, Richard. (December, 2005 online chat with and improve academics, thereby raising various recreational outlets, they had the National Center for Learning Disabilities). “Help- self-esteem. established a track record of negative ing Children with LD Find Social Success.” www.ncld. org/content/view/955 outcomes from being socially out-of-sync. As for confl ict resolution, an alternate Classmate birthday invitations dwindled model was introduced involving col- 4 Levine, Mel, M.D. A Mind at a Time, Simon & Schus- and eventually ceased along with the laborative problem solving, described in ter, New York, NY, 2002 (234) phone calls for play dates. Discussions Dr. Ross Greene’s book, The Explosive about their school day started to include Child. This strategy departs from the tra- recantations of being teased and exclud- ditional reward and punishment method in ed at recess. My children’s unwavering changing a child’s challenging behaviours ability to place themselves at odds with and focuses on skill building in prob- teachers, coaches, camp counsellors, lem solving. The implementation of this and other adults further contributed to program is responsible for my children’s social isolation. improvement in confl ict resolution and for being viewed in a more positive light by How does one wide-eyed, guppy-gasping peers and adults. parent handle a child’s blip in social cog- nition? Upon recovering from brief shock, I recall a statement from Dr. Duncan McKinlay, Psychologist, Child and Parent At a Glance Resource Institute, London, ON, during his “Putting on the Brakes” seminar. He stated, “It is always the child performing As the parent of three exceptional children with varying disabilities, Ber- the inappropriate act, and it is always the nadette Pace has learned that one common facet binds their differences disorder(s) making it diffi cult for the child together: social skills. Social faux pas can in turn be misinterpreted by others to act appropriately.” thereby subjecting kids with invisible disabilities to ridicule and isolation. In the past I tried to differentiate between what was “intentional” and what was “dis- She discovered that the brain is engaged in a series of interrelated cognitive order” to decide how to respond. processes involved in social interactions, including: receptive language, lan- guage processing, attention, emotional and impulse control, problem solving I have learned fi rsthand that it is bet- ter to error on the side of “disorder” and skills and monitoring outcome and adapting responses as necessary. focus on skill building while teaching She has learned that having a team of specialists, informed and understand- accountability, than to error on the side ing school professionals and family members ensures a child with disorders/ of “intentional” and repeatedly resort to upping-the-ante consequences. The latter LD has the opportunity for positive learning experiences, strengthened skills, decision carries a risk of cultivating feel- and social success. ings of hopelessness and disconnection.

SUMMER 19 Tools of the Trade Remember Mnemonics

Compensatory strategies come in many shapes and sizes. One of the added to the core and rearranged to form easiest memory joggers, especially for people with auditory processing at least one acceptable word. There are countless examples of anamonics in the disorders, is mnemonics. Contributor Deana Collins sheds light on this game of Scrabble, where letters are used useful tool of the trade. in various ways to create acceptable words off words. nemonics are visual and verbal There are three main categories of mne- Visual Mnemonics, the third and last devices that help us remem- monics. They are: broad category of mnemonic, are tech- ber information. Invented as M Key-word Mnemonics use catchy words, niques that use pictures or diagrams to educational aids in ancient Greece by phrases or rhymes that contain letters jog memory. This visual mnemonic, for Simonides the Younger, they’re a sort of representing list items to be remembered. example, helps one to remember the two didactic art form that contrives phrases, Key-word mnemonics is the concept types of camels: rhymes, diagrams and acronyms to sup- behind passwords. They’re used as port human memory. A Bactrian () Camel has two () humps, acronyms and are featured in all sorts of but a Dromedary ) only has one ) The term “mnemonic” is over 2500 years anagrams. The example below illustrates old and comes from the Greek word a popular mnemonic that is used to re- The world of mnemonics is vast, fun and mnemonikós, which refers to the mind. Al- member the order of all planets in terms utilitarian. Today there are many web though a plethora of mnemonics currently of distance from the sun: sites that feature thousands of different exists, they all have one thing in common: mnemonics to both entertain and help My Very Easy Method: Just Set Up They’re memory joggers that serve the people. Indeed, progressive visions of fu- Nine Planets. noble purpose of learning. ture educational institutions are fi lled with Mercury, Venus, Earth, Mars, Jupiter, mnemonic learning strategies. Educa- Invariably, information must be stored and Saturn, Uranus, Neptune, Pluto. tors, counsellors, parents and individuals then remembered in order for learning with learning disabilities and challenges to take place. Since mnemonic methods Normally, this information would be diffi - should take solace in the fact that such dramatically improve certain aspects of cult to recall, yet this particular mnemonic alternative learning methods are more memory, like name and number recol- makes it easy! This kind of mnemonic woven into the fabric of reality than ever lection, they have countless applications does, however, have a shortcoming: It before. in every day life. But they’re also popular has the potential to lose clarity once a study tools and are used professionally in letter is repeated. ….So the next time you or someone such fi elds as music, medicine, biology, you know has diffi culty remembering a electronics, spelling, physics and geog- Anamonics, another type of mnemonic, key piece of information, do everyone a raphy. consists of a core---usually of six or seven favour and share a mnemonic! letters---paired with a semantically related Mnemonics, then, are excellent learning phrase. Every letter of the phrase can be strategies. As such, associated special education teachers are fi nally starting to promote the use of mnemonics in both classroom and home study environments. Research shows that individuals with learning disabilities (LD) and learning challenges, such as ADHD, have weak memories. Mnemonics, therefore, have incredible implications in bettering the lives of these populations. Fortunately, students are increasingly being provided with lists of popular mnemonics, in order to assist their memory of diverse curricu- lum, so the power of mnemonics might well be proven!

20 COMMUNIQUE The Camp Kirk Experience by Henri Audet

Henri Audet’s last article for Communique proved to be so popular, we decided to invite him back for a sequel of sorts. In this issue, Audet focuses more on the Camp Kirk and its benefi ts to the self strengths no matter how small and to esteem of campers. help children take the steps they need to take in order to build on those strengths. s a parent of a child who has a The challenge ropes courses and climb- learning disability and/or Atten- ing walls, our ecology and martial arts Ation Defi cit Hyperactivity Disorder programmes are just a few of the many (ADHD), you know that these children activities we use to work with campers. can have diffi cult experiences at school, The other very important factor here is home or in the community. Because we that, much of what kids will learn and live in such a competitive world, these take from the Camp Kirk experience is children may have a hard time perform- transferable to other areas of life. Knowing ing to expected standards, which only that he has been able to accomplish what contributes to creating the feeling of being was accomplished at camp, your child is “inadequate”, “stupid” or “dumb”. These more likely to face each new challenge kids painfully experience a sense of with a “yes I can” attitude and perform to failure and expect this every day. The end the best of their ability which is all one can result is that the child will isolate himself ask for. avoiding anything that may require taking No one can express the effect that the a risk, whether socially (making friends), Camp Kirk experience has on a child but academically (learning new math skills) or a parent. Haley’s mom says it best in a emotionally (learning to overcome fears). letter to me shortly after her daughter The child may protect himself by with- returned home: drawing, fi ghting, or using hurtful words “Haley had the best time at camp! Thank so others won’t know how badly he feels WHAT IS CAMP KIRK AND HOW MAY you for this opportunity. She now has underneath this tough exterior. We often IT HELP YOUR CHILD? memories to last her forever. What can refer to this as the “better bad than dumb” Camp Kirk began in 1993 and is located we do to thank you? Haley came home syndrome. Although the child’s protective just outside of the village of Kirkfi eld, with a little more maturity, a little more mechanisms make sense in the short ON on a property that spans 114 acres vocabulary, and a lot more happiness. I term. In the long term, these methods of with its very own marsh affectionately don’t know what you do, but you do it well. dealing with things further jeopardize the known as the “Bucky-Mucky Swamp”. I always tell her doctors to: “wave that sense of self, preventing the child from Camp Kirk was established to offer direct magic wand and make everything perfect.” taking necessary risks in order to grow service to children ages 6 to 14 who have Well, where did you get your want, I need and discover strengths, talents and self learning disabilities and/or attention defi - one... worth. cit disorders and to their families. Thank you again for all the fun she had. THE SOLUTION Camp Kirk is a registered Ontario non- We can only repay you with words. The solution is quite obvious. Notwith- profi t corporation. Its mission is to provide Thank you a million times over.” standing the learning or attention diffi cul- a nurturing, non-competitive and support- ties kids may have, they need to also be ive environment that allows children with given opportunities to perform and to LD the opportunity to enjoy a residential challenge themselves in a nurturing, pro- camping experience and to develop so- tective and non-competitive environment. cial, emotional and physical skills, thereby They can then begin to build confi dence, raising their self-esteem. to trust in themselves and gradually, trust It’s often very comforting for these chil- others. dren to be in an environment where they can see they are not alone and in a place where they and their issues are validated. Staff is nurturing and trained to identify

SUMMER 21 Shelf Life: Lavoie Book Offers Hope for Social

Skills Development by Carter Hammett

or over three decades Richard ability that “impacts on every aspect of Lavoie, former teacher, headmas- everyday. LD kids are missing out on the Fter, founder of the famous F.A.T. “social laboratory where you learn social City workshops and author has been one skills. Friendship is supposed to be fun, of North America’s leading advocates on not work,” he says. learning disabilities. Everywhere Lavoie In the book, he identifi es four key social goes, he seems to provoke an almost skills: the ability to join or enter a group; delirious rapture in his audience, many of the ability to establish and maintain them parents, who are hungry for solu- friendships; to resolve confl icts and to tions, answers, possibilities. He never fails ‘tune in’ to social skills. Each factor is to deliver. analyzed with a keen sense of cause, Stopping in Peterborough last spring to effect and solution attached to it. One promote his last book It’s So Much Work solution discussed early on is the concept to Be Your Friend, published in 2005, of “social skills autopsies” which have gears” during seemingly minor transi- Lavoie spoke at length about the impor- successfully been used to improve social tions such as interrupting an activity to tance of social skills being the key to adult competencies in children throughout clean a room because company’s coming success in children with LD and ADHD. North America by providing ‘real-time’ over—and prospective retrieval, which is “Our ultimate happiness is determined learning opportunities. These are often primarily affected by memory. Many kids by our social skills, not by academic successful in part because many LD have problems with executive functioning, skills,” he says fi rmly. “In some aboriginal children learn best in practical situations. a relatively new term that deals with logic communities, criminals were sentenced Social skills autopsies are based on three and problem solving, and Lavoie offers to shunning and they were removed from principles: social skills errors are gener- many suggestions on how to organize a their communities,” he says. “Some spe- ally unintentional, punishing a child for child’s day, including help with homework, cial needs kids are shunned everyday.” unintended behaviour is ineffective and time management and chunking activities. that traditional approaches to social skills Just about any parent can relate to the Other chapters delve into paralinguistics, development—role playing, modeling, vid- social component of their child’s LD. ADHD, proxemics (personal space) and eos, lectures—have all proven ineffective. The kid with ADHD constantly interrupts developing social skills within the com- Social skills autopsies thus follow a model conversations; the youngster with visual- munity, all told in a plain spoken, com- based on practice, immediate feedback, spatial problems consistently loses things; mon-sense approach that is so typical of instruction and positive reinforcement and the nonverbal child fails to read social Lavoie’s work. are successful because they allow the cues. The list goes on and on. child to see the cause-and-effect relation- All told, It’s So Much Work to Be Your It is social skills development that is the ship between his social behaviours and Friend is another important contribution to theme of It’s So Much Work to Be Your the responses of others. the fi eld of LD literature from a man who Friend. Lavoie states that the average “gets it” and writes about kids who don’t. Another chapter, and one of the most child might spend 1000 hours a year in Parents would do well to have this valu- useful in the book addresses disorga- the classroom, but 95 per cent of his time able resource on their bookshelf. For more nized kids, who Lavoie states, can come is spent outside of the classroom. Far too information on this book, be sure to visit across as “unpredictable and unreliable, many of these kids report being friend- www.ricklavoie.com often complicating social plans because less and lonely and it is these childhood of tardiness and inability to adhere to It’s So Much Work to Be Your Friend: experiences that can lay the foundation social schedules.” He identifi es four Helping the Child with Learning Dis- for possible substance abuse and criminal distinct profi les affecting organization, abilities Find Social Success by Richard activity during the adult years. including, material-spatial, temporal- Lavoie, Touchstone Press, New York, NY, In Lavoie’s eyes, LD is a pervasive dis- spatial, transitional—so named because 2005. 394 pages. so many LD kids have trouble “shifting

22 COMMUNIQUE Chapter News and Views

PETERBOROUGH Since the completion of this program, the service growth at Peterborough Receives Community Leadership LDAP has been beyond anyone’s imagination! Within the fi rst year of this grant, LDAP and Trent reported providing tutoring Award from Trillium Foundation to 59 children in Peterborough. Today, 7 ½ years later, Trent This past November, LDAP was chosen as the recipient of the continues to provide tutoring in local schools, while LDAP has Ontario Trillium Foundation’s 25th Anniversary Award winner! Out expanded our tutoring program, providing this service to 40 com- of all of the agencies from Durham, Clarington, City of Kawartha munities in the Peterborough, Northumberland, Clarington and Lakes, Haliburton and Peterborough regions who have received City of Kawartha Lakes regions. This past fi scal year, the agency the many millions of dollars in grants, we were chosen the #1 provided tutoring to 898 children and adaptive technology train- agency “for remaining a leader in the not-for-profi t or charitable ing to 115 parents and professionals. sector by consistently delivering on the Foundation’s granting The inception and resulting success of this program would not priorities and for grant success and excellence in helping to build have been possible without the support of the Ontario Trillium healthy and vibrant communities”!! Foundation. After the completion of this initial grant, we were In 1999, LDAP received Trillium approval for a fi ve- year grant, completely destroyed in the Peterborough fl ood of 2004. Trillium which would allow the agency to partner with Trent University provided further support which allowed us to rebuild and move in the development of Encouraging Young Readers, a tutoring forward, while most recently, Trillium has supported our efforts to program that included ongoing research measuring the impact of reach the many isolated and under serviced rural communities in this tutoring for the children participating. This initial foray into the the regions previously mentioned. development of a tutoring program designed specifi cally for learn- We are extremely proud of our tutoring program and the positive ing disabled students was the brainchild of our past Executive results we are seeing with our participating children, and we are Director, Janet Greene, in partnership with the School of Educa- tremendously grateful to our Ontario Government for maintaining tion and Professional Learning at Trent University. the Ontario Trillium Foundation, which benefi ts so many across this wonderful province.

This is truly amazing and a very proud honour for the staff, board and volunteers of the Learning Disabilities Association of Peter- borough!

The award ceremony took place at the Buckhorn Community Centre, Tuesday November 27th, 2007. We were the last recipi- ents to get an award…because we got the BIG one!

KINGSTON Tomm Festival Back for Another Year John Conlee and The Abrams Brothers headline this year’s Tomm Festival, in what is fast becoming a local tradition, as the best of country, bluegrass, folk and gospel music is once again offered up in support of LD Kingston. Pictured at the event – Back Row, Left to Right: Ron Brown – Past LDAP Board Chair (2002 – 2005), Teresa Coppens – LDAP This year’s festival runs June 13 – 15 at Lake Ontario Park. Board Director, Lloyd White – OTF Grant Review Team Chair, A weekend pass is only $65 for early birds purchasing tickets Susan Ramey – LDAP Resource Development Coordinator, Hugh before May 1, and only $75 after. Children 16 and under are free O’Neil – OTF Board Vice Chair, Lionel Towns – LDAP Board if accompanied by an adult. Single day admission is as follows: Treasurer, Jackie Powell – OTF Program Manager, Janet Greene Friday, $45; Saturday, $35; Sunday, $30. – LDAP Retired Executive Director. Front Row, Left to Right: Tickets are available at The Grand Theatre (call: 613.530.2050) Tom Phillips – LDAP Board Director, Jane Smith – LDAP Offi ce or from the Learning Disabilities Association of Kingston (call: Manager/Bookkeeper, Shari Davis – LDAP Executive Direc- 613.545.0373) or visit www.kingstontommfest.com for complete tor, Kristi McKay – LDAP Computers for Literacy Development details. See you there! Coordinator, Sasha Korper – LDAP Northumberland Resource Facilitator, Maria Castiglione – LDAP Program Manager

SUMMER 23 WINDSOR-ESSEX COUNTY and fi le of students with learning disabilities today. Won’t we all The Fonz Visits Windsor benefi t and be proud when many of these young students with learning disabilities can follow in the footsteps of.... pick names LDAWE, in partnership with the Greater Essex County District of successful people today ...... for all of these people too have School Board, Shire Biochem, the Windsor Volunteers for Lit- learning disabilities. eracy, CHUM Radio, the Pay Attention and Learn Task Force, and the Council for Exceptional Children will be hosting an evening What we need to do is make some conscious decisions about our with Henry Winkler – Learning Disabilities: Everything is Possible! investments in these young people and develop some fi nancial Henry Winkler is best known as an actor and executive producer. strategies to maximize the return on investment from these young Henry has also written a series of children’s novels with co-author and talented individuals. How is your risk tolerance? This is a Lin Oliver entitled, Hank Zipzer: The World’s Most Amazing real low risk investment with very high returns in the short and Under-Achiever. These books are inspired by Winkler’s struggle long term. These are capital investments in the most valuable through school, due to his learning challenges. Tickets will be resource we have: our children and youth. What better place to available soon for the August 21, 2008 event. Further information invest? Where could you get a better ROI with immediate capital can be found on the LDAWE website: www.ldawe.ca. gains today and long-term capital development in the future? This is really a no-brainer and does not require a fi nancial planner LDAWE is excited to announce the STAR After-School and March or investment expert! It only requires a good understanding and Break literacy tutoring program for children who are not achiev- appreciation for young people with learning disabilities and a ing curriculum standards in reading or writing from grades 3-8. conscious decision by all of us to support them to reach their full This program is a partnership with the Windsor-Essex Catholic potential! A small investment with a huge return! Worried about District School Board and the LDAWE and is in conjunction with timing the market? There is no better time! The reality of bright fu- the Ontario Focus Intervention Partnership (O.F.I.P.). The STAR tures ahead is within our reach today. Pretty exciting possibilities program will be offered beginning in mid-March and ending in eh? Worthy of some thought, yes? More importantly, very worthy mid-June 2008. of some action today!

This program will be offered at four locations in Windsor and Let’s check in on the markets! Let’s invest in students with learn- Essex County. Each site will be staffed with a lead facilitator, four ing disabilities! tutors, and an adaptive technology facilitator.

LDAWE is moving May 1, 2008… down the hall to a bigger space! The new address will be 647 Ouellette Avenue, Suite 101, YORK REGION Windsor, Ontario, N9A 4J4 Vintages and Jazz Returns to York Region Program Updates:

SUDBURY COMMENT We have a new morning parent support group every second Taking Stock of Our Market- Time to Invest! Tuesday of the month. The program will run until June. We also continue to be involved in York Region’s diverse communities by All the talk and media coverage recently about declining stock doing presentations and providing support to the Chinese and markets and the world’s economic instability has lead me to Tamil communities. refl ect upon the great losses we are suffering as a community in Sudbury and in our society across the country. No.... this is not We were also grateful to receive a Regional grant to run SOAR/ an alarmist forecasting gloom and doom or predicting a reces- Job Fit Program in various locations and will also be running sion like you can read in any newspaper today. This is merely me, three, individual one-week summer camp groups. Two will be in sharing with you some thoughts of opportunity and some hopes Newmarket and the other will be in Richmond Hill. for brighter investment forecasts. Fundraising

With the fi nancial markets experiencing turbulence and the We are in the midst of preparing for our annual fund raising event: economy wavering, this is an opportune time to be talking about Vintages & Jazz, which will be held on Sunday May 4th from 2pm our investments and return on our investments (ROI).I’m not talk- to 5pm. Tickets are $25 each. We will also have a raffl e with four ing directly about your personal fi nancial situation! I am suggest- wonderful prizes. Tickets are $10 for each or three for $25. ing there is a strong correlation between what we invest in our education system and in our community services for people with ABCs & 123s Tutoring Program: learning disabilities today, and the ROI benefi ts in our workplaces We are pleased to have four more volunteers join our program and the social fabric of our great city a few years down the road. this month and have introduced our programs to three new You see, by making important investments in students with learn- schools within York Region. It is so nice to provide this extra help ing disabilities today; we will be demonstrating that it’s okay to to these students and their parents. The parents are very grateful learn a different way and that a different way can lead to suc- and we are proud to assist them in their learning journeys. cess! Many of our leaders of tomorrow will come from the rank

24 COMMUNIQUE Thank You Donors and Sponsors

EDUCATORS WORKSHOP Dunsmore Law Professional Corporation Peter Chaban SERIES Eli Lilly Canada Inc. Heather Cochrane ETCU Ernst and Young LLP Thomas Colton Eli Lilly Canada Vinnie Greco Roy V. Cooper Janssen-Ortho Inc. Mark Handley-Derry Bill Cormier Purdue Pharma Clifford Hatch Ron and Chris Deluco Shire Biochem Inc. Heathbridge Capital Management Ltd. Robert Denham

SOAR: SOME ASSEMBLY LDA Simcoe County Glenn DiPasquale REQUIRED LDA Wellington County Fausto Di Tomasso

RBC Foundation LDA York Region Joanne and Gary Dumanski

TD Bank Financial Group Steve Lee Lynn Emslie

Paloma Foundation Donald Lewtas Dr. Bruce Ferguson

The Lloyd Carr-Harris Foundation Jay Mandarino William and Alexandra Ferguson

Dynamic Mutual Funds M.S. Lamont and Associates Suzie Fitzpatrick

Microcomputer Science Centre Richard and Elspeth Flemming A TEACHER’S GUIDE TO LEARNING DISABILITIES John Neufeld Ornella Forestieri Eli Lilly Canada Ontario English Catholic Teacher’s George Gekas Association Janssen-Ortho Inc Jane Glassco Ontario Principal’s Council Transcanada Pipelines Morton Goldblach Robert Richards E. Greco Scotiabank Group LEARNING AND Hon. Justice James Greco LEADERSHIP CORPORATE Shire Biochem Inc. BREAKFAST John Greco Beale Wallington Chong INDIVIDUAL GIFTS Vinnie Greco BeaconPoint Financial Security Limited Randy and Roberta Barbeau Cynthia Grundmann Bright Red Communications Harvey Barsanti Dr. Mark Handley-Derry Business Development Bank of Canada Cheryl Barton Denise Harding CIBC Maureen Beckett Thomas Hart CJ Graphics Jean Luc Bernard Kai Hildebrandt Camp Arowhon Hellen Bogie Derek Hopgood Calvin Dickinson MJ Petersen Burfi eld Marcia Kavanagh

SUMMER 25 Kristan Jayatunge Shari Stoch Four Seasons Hotels and Resorts

Caryl Laviolette Hon. Ray and Mary Kay Stortini Halton District School Board

Steve Lee Amber Stuart IBM Canada Ltd Employee Charitable Fund Hartley Lefton Harriet Thomas Jackman Foundation Mona Levenstein Christopher Tossell LDA Durham Region Mr. and Mrs. Stephen William Lewis Donald Trottier Liquor Control Board of Ontario Mark Lippmann Diane Wagner London Life Employees Trust Norm Lyons Josefa Wearmouth Microcomputer Science Centre Dean and Carol MacKenzie Dr. Lynn Wells Midas Touch Imports William and Kathleen Maguire Maggie Wygant Ontario Power Generation Employees Jay Mandarino Laura Zimmer Trust John Marrack Ontario School Counsellors Association DONATIONS Diane Marshall Orano Limited Market Mall Pharmacy A & A King Family Foundation Tony Martin Rome’s Independent Grocer ACPOSB Eileen Mayo S. Golvin Charitable Foundation Alexander Henry High School Patrick McCauley Teachers Life Insurance Society Book Events James McClure The Country Day School CIBC World Markets Children’s Miracle Carole and Allan McPhee Foundation Toronto Catholic District School Board Deborah Mitchell Centreville Public School University of Ottawa Yarek Mlyzarczyk College Boreal Verity International Limited

Paula Niewustraten Consulting Engineers of Ontario (CEO)

Hilda O’Brien Down Syndrome Association

Jack O’Neil F.K. Morrow Foundation Elise Orenstein

Jean Paul Pacciocco

Pauline Perrow

Lisa Piggott

Nick and Mary Piraino

Shirley and Russel Plumley

Robert & Karen Quinn

Mimma Reszitnyk

Jean Seguin

Ruth Shaw

Italo and Peggy Simionati

26 COMMUNIQUE LDA Chapters Around the Province

LDA Chatham-Kent LDA Mississauga LDA Sault Ste. Marie Chatham-Kent Secondary School 165 Dundas St. W., Suite 400, 898 Queen St., 285 McNaughton Ave. E Mississauga, ON L5B 2N6 Sault Ste. Marie, ON P6A 2B4 PO Box 1424, Chatham, ON N7M 5W8 Contact: Carla Warwick Contact: Susana Herranz Contact: Dawn Babkirk Tel: (905) 272-4100 Tel: (705) 942-4310 Tel: (519) 352-2024 Fax: (905) 272-4863 Fax: (705) 942-9228 Fax: (519) 352-0734 E-mail: [email protected] E-mail: [email protected] Email: [email protected] Web site: http://www.ldapeel.com Web site: http://www.geocities.com/ldassm Web site: www.ldchatham-kent.org LDA Niagara LDA Simcoe County LDA Durham Region 366 St. Paul St., 76 Mulcaster St., 2nd Floor P.O. Box 346, Pickering, ON L1V 2R6 St. Catharines, ON L2R 3N2 Barrie, ON L4M 3M4 Contact: Donna Stevens-Cook Contact: Dawne Mach Contact: Shari Pryce or Jutta Genova Tel: (905) 641-1021 Tel: (705) 726-5553 Toll Free: 1-866-919-5372 Tel: (905) 426-1442 Fax: (905) 641-2336 Fax: (705) 730-1416 Email: [email protected] Email: [email protected] E-mail: ldoffi [email protected] Web site: www.ldass.org LDA Halton County LDA North Peel 560 Guelph Line, Suite 9, 104-150 Central Park Dr., LDA Sudbury Burlington, ON L7R 3M4 Brampton, ON L6T 2T9 Lockerby Composite School, Contact: Heather Holden Contact: Carla Warwick 1391 Ramsey View Court, PO Box 21038, Tel: (905) 333-1977 Tel: (905) 791-4100 Plaza 69, Sudbury, ON P3E 6G6 Fax: (905) 333-8116 Fax: (905) 791-5189 Contact: Ron Lessard Web site: www.ldahalton.ca Email: [email protected] Tel: (705) 522-0100 Web site: www.ldapeel.com Fax: (705) 522-2289 LDA Kingston E-mail: [email protected] 417 Bagot St., Kingston, ON K7K 3C1 LDA Ottawa-Carleton Web site: www.ldasudbury.ca Contact: Annabelle Williams 160 Percy St., Ottawa, ON K1R 6E5 Tel: (613) 545-0373 Contact: Michelle Reis-Amores LDA Thunder Bay Fax: (613) 549-7855 Tel: (613) 567-5864 P.O. Box 21090 Grandview Mall, Email: [email protected] Fax: (613) 567-5979 Thunder Bay, ON P7A 8A7 Web site: Email: [email protected] Contact: Lisa Coccimiglio http://kingston.com Web site: http://ldao-c.ncf.ca/ Tel: (807) 622-9741

LDA Kitchener-Waterloo LDA Peterborough LDA Toronto District 171 Frederick St , Kitchener Peterborough Offi ce: 203-121 Willowdale Ave., P.O. Box 29026 Frederick Plaza Postal 159 King Street, Unit 204, Toronto, ON M2N 6A3 Outlet Peterborough, ON K9J 2R8 Contact: Mimi Hoffman Kitchener, ON N2H 6S6 Contact: Shari Davis Tel: (416) 229 -1680 Contact: Charlotte Buchan Tel: (705) 748-9455 Fax: (416) 229-1681 Tel: (519) 743-9091 Fax number: (705) 748-9455 E-mail: [email protected] Fax: (519) 743-9027 Toll Free: 1-866-503-3303 Web site: http://www.ldatd.on.ca Email: [email protected] E-mail: [email protected] Web site: www.ldakw.on.ca LDA Wellington County Northumberland Service: #233, 17A, 218 Silvercreek Pkwy. N., LDA Lambton County c/o Baltimore PS 9320 Burwash Rd., Guelph, ON N1H 8E8 560 Exmouth Street, Ste. 103 Box 120, Baltimore, ON K0K 1C0 Contact: Karen Guse Sarnia, ON N7T 5P5 Tel: (905) 377-9414 Tel: (519) 837-2050 Contact: Annie Sheehan Fax: (905) 377-9414 (phone fi rst) E-mail: [email protected] Tel: (519) 344-4919 E-mail: [email protected] Fax: (519) 344-0380 LDA Windsor-Essex County Email: [email protected] Clarington Service: Herb Gray Centre for Non-Profi t Excellence Web site: www.sarnia.com/groups/lda-lc 93 King St. W., Suite 204, 647 Ouellette Ave., Suite #101, Bowmanville, ON L1C 1R2 Windsor, ON N9A 4J4 LDA London Region Tel: (905) 623-1852 Contact: Beverly Clarke 205 Oxford Street E. Suite 205 Fax: (905) 623-1852 phone fi rst Tel: 519-252-7889 London, ON N6A 5G6 Email: [email protected] Fax: 519-252-4169 Contact: Tracy Fawdry E-mail: [email protected] Tel: (519) 438-6213 City of Kawartha Lakes Service Web: http://www.ldawe.ca Fax: (519) 438-0368 206 Lindsay Street South E-mail: [email protected] Lindsay, ON K9V 2N3 LDA York Region Web site: www.ldalondon.ca Tel: (705) 324-2596 221-11181 Yonge St., LDA London Region services The City of Fax: (705) 324-2596 (phone fi rst) Richmond Hill, ON L4S 1L2 London and the counties of Oxford, E-mail: [email protected] Contact: Lynn Ziraldo Middlesex, Perth, Huron, Bruce, Grey and Tel: (905) 884-7933 Elgin Fax: (905) 770-9377 E-mail: [email protected] Web site: www.ldayr.org

SUMMER 27 365 Bloor Street East, Suite 1004, Box 39, Toronto, Ontario M4W 3L4 Tel: (416) 929-4311 Fax: (416) 929-3905 E-mail: [email protected] Website: www.ldao.ca Charitable Registration Number: 124367145RR0001