ADHD, Special Education Resources and Advocacy
It can be quite difficult to understand how the special education system works in your province, how it compares to others, and specifically how this system impacts your child’s ability to access services. Please access these documents below to assist you with this process. To-date much of our advocacy work and experience with teaching parents how to advocate for their child in school systems has been done in Ontario. However, the same principals of advocacy apply in all provinces and territories and we speak with parents across Canada on how to apply these concepts to their special education systems.
|Title||Summary||Document Link||Publish Date|
|Things that Parents of ADHD Children Wished Every Teacher Knew|
Teachers play a vital role in the way that children feel about themselves. When a child has a teacher who understands ADHD, he/she has the potential of having a wonderful school experience where he/she can grow, learn and feel proud and successful.
|What ADHD Students Wish Their Teachers Knew|
Although each child should be treated as an individual with their own strengths, challenges and needs, here is a list of the most commonly experienced issues for students with ADHD.
|How to be an Effective Advocate for Your Child|
The role of an advocate may be vital at some point in our life to obtain and maintain the necessary changes and opportunities for our children and ourselves. By definition, advocacy involves speaking on behalf of a person(s) or yourself to ensure that their rights and needs are recognized.
|ADHD Students’ Right to Education|
Students with ADHD have equal rights to access education. They are not required to earn these rights. This document explains some of these rights and lists questions you should be asking about your child’s suspensions.
|The Ontario Human Rights Commission Policy|
|Sample Individual Education Plan (IEP)|
|The Individual Education Plan (IEP)|
|The Ontario Identification Process|
In Ontario a process of identifying students allows the child to receive the appropriate educational accommodations and/or modifications. This document explains the steps to the School Identification, Placement, Review Committee, (IPRC) process.
|School Observation List|
This list has been developed to assist those observing a child with ADHD in the classroom and school setting to ask the right questions and document detailed information
|ADHD and Special Education across Canada, “2010 Provincial Report Card: ADHD in the School System”|
In 2010 CADDAC published a report on how students with ADHD were recognized as having learning needs in Canada. The main goal of this exercise was to ascertain whether or not students with ADHD have equitable access to educational accommodations, across all of Canada, as do other students with impairments such as learning disabilities. This report outlines how these systems impact students with ADHD and grades them.