ADHD Right to Learn Online Advocacy Campaign
Please support this campaign by sharing with hashtag #ADHDRightToLearn
What is ADHD Right to Learn?
ADHD Right to Learn is a national campaign asking all Canadian Ministries of Education to officially recognize ADHD as learning risk.
We need a few minutes of your time to effect change.
CADDAC is asking that everyone (parents and caretakers of children with ADHD, individuals with ADHD, professionals working in the field of ADHD and education, and our allies) contact their provincial or territorial elected official (MPP, MLA, MHA) through Twitter or by e-mail, requesting that they support this “ASK” publicly by contacting their Minister of Education to voice their support of the declaration. The Ask for Ontario has been altered to better align with the current situation in Ontario. A Quebec specific campaign will be launched in the near future.
Send an e-mail or tweet to your provincial (other than Ontario) elected official
Send and e-mail or tweet to your Ontario elected official
CADDAC has sent an e-mail to all Ministries of Education requesting a meeting to discuss how they can support this ASK.
Why is this Campaign Important?
ADHD is a neurodevelopmental disorder, affecting a minimum of one to three students in every class, significantly impairing their educational attainment despite having average or above average intellectual abilities and the capacity to learn. Unfortunately, ADHD continues to be underrecognized as a serious learning risk in Canadian schools. This lack of official recognition has resulted in some students with ADHD not receiving equitable support for their disability. Further more, some Ministries of Education have intentionally excluded ADHD in special education categories and coding further diminishing the chance of access to special education resources. Please access Ontario Specific Information for further information on this province.
The lack of official acknowledgement of ADHD as a serious learning risk by all Ministries has led to a scarcity of robust teacher pre-service and in-service training on ADHD across the country. If educators do not understand the complex impact of ADHD on learning they will not recognize and flag the child as having a special learning need; consequently, appropriate teaching strategies and classroom accommodations, that have been shown to lead to more successful outcomes, will not be implemented for these students.
Without comprehensive knowledge of ADHD educators often misinterpret the symptoms and disabling impairments they witness as a lack of effort and motivation, or worse yet, simple bad behaviour or defiance. And it is through this lens that teachers then interact with these students causing damage to their mental well being.
Students with ADHD have a right to learn and thereby deserve equal access to education.
This lack of recognition has resulted in inequitable access to special education resources and accommodations for students with ADHD. Students with similar levels of impairment caused by ADHD receive widely varying levels of support across Canada, within provinces and from school to school within a province.
For more information access A Brief Summary and CADDAC’s comprehensive policy paper on Inequitable Access to Education for Students with ADHD.