Understanding Learning Disabilities: Unique Minds, Remarkable Potential
A Guide for Parents and Caregivers
October is Learning Disabilities Awareness Month—a time to increase understanding, challenge stigma, recognize strengths, and remove barriers for people with learning disabilities and ADHD.
This year's campaign theme, "Unique Minds. Remarkable Potential.," invites us to see the strengths, understand the needs, and remove the barriers that too often stand in the way of children and youth with learning disabilities (LDs).
At Lynwood Charlton Centre, we know that learning disabilities are brain-based differences—not a reflection of intelligence or effort. The campaign reminds us: "Learning differently is not learning less." With the right supports, children and youth with LDs can thrive in school, work, and community life.
This guide answers common questions parents and caregivers have about learning disabilities and offers practical ways to support the young people in your life.
What are Learning Disabilities?
Learning disabilities refer to a variety of disorders that affect the acquisition, retention, understanding, organization, or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning.
In other words: a child with a learning disability is just as intelligent as their peers. The difference lies in how their brain processes certain kinds of information. LDs are specific, not global, impairments—and as such, they are distinct from intellectual disabilities.
Learning disabilities are:
Brain-based differences, not a reflection of intelligence or effort. A child with an LD may be trying harder than anyone else in the room—and still struggling. The challenge is neurological, not motivational.
Lifelong, but not limitations on potential. With the right supports and accommodations, children and youth with LDs can achieve remarkable things. As the campaign puts it: "Potential grows when barriers are removed."
Often accompanied by other conditions. LDs frequently co-occur with ADHD, behavioural difficulties, and social/emotional challenges. Research estimates the co-occurrence between specific learning disorders and ADHD at approximately 31% to 45%. This means many children and youth are navigating both learning differences and attention challenges at the same time.
It is also important to distinguish learning disabilities from learning difficulties. Learning difficulties refer to any learning or emotional problem that affects a person's ability to learn, get along with others, and follow convention. These may arise from a number of factors that cannot be attributed to impairments in psychological processes as with LDs.
What kinds of Learning Disabilities are there?
Learning disabilities take many forms, and no two children experience them in exactly the same way.
Common types include:
Dyslexia – A term that may be used for LDs which affect reading. A child with dyslexia may struggle with decoding words, reading fluency, and reading comprehension.
Dysgraphia – A term that may be used for LDs which affect written expression, including spelling. A child with dysgraphia may have illegible handwriting, incomplete sentences, and errors in syntax, grammar, and spelling. They may also have difficulty switching between mechanical tasks (like handwriting) and mental tasks (like forming and organizing ideas).
Dyscalculia – A term that may be used for LDs which affect mathematics. A child with dyscalculia may struggle with number sense, calculation, and problem-solving.
Dyspraxia – A term that may be used for LDs which affect gross or fine motor skills.
Non-Verbal Learning Disabilities (NVLD) – A neurological disorder that impacts the reception of nonverbal or performance-based information in varying degrees. NVLDs can cause problems with visual-spatial, intuitive, organizational, evaluative, and holistic processing functions.
Language-based learning disabilities – Problems with age-appropriate reading, spelling, and/or writing.
Other related challenges may include difficulties with:
Phonological processing – Using the sound structure of oral language to process words and information
Working memory – Temporarily storing and manipulating information, which is critical for planning, problem-solving, and reasoning
Processing speed – Performing simple tasks quickly and efficiently
Visual-spatial skills – Organizing verbal information into meaningful patterns and making sense of visual information
Executive functioning – Planning, organizing, strategizing, paying attention to details, and managing time and space
It is important to remember that LDs often overlap. A child may have challenges in more than one area. A comprehensive assessment can help identify your child's unique profile of strengths and needs.
What are the symptoms of LDs by age group?
Learning disabilities can look different at different ages. Because LDs are brain-based differences, signs may appear early—but they often become more noticeable as academic demands increase.
Preschool and Early Years
In the early years, signs of LDs may be subtle.
Parents and caregivers may notice:
Delayed speech or difficulty pronouncing words
Trouble learning new words or following directions
Difficulty with rhyming or recognizing letters
Struggles with fine motor skills, such as holding a pencil or using scissors
Difficulty with coordination or clumsiness
Early identification is important. Ontario school boards are required to have procedures in place to identify each child's level of development, learning abilities, and needs—and to ensure that educational programs are designed to accommodate these needs.
Elementary School
As children enter school, learning differences may become more apparent.
Signs may include:
Difficulty learning letter-sound connections or sounding out words
Slow, laborious reading, or avoidance of reading aloud
Trouble with spelling and handwriting
Difficulty remembering math facts or understanding number concepts
Trouble following multi-step instructions
Messy or disorganized schoolwork
Difficulty with expressive writing—struggling with handwriting, sentence structure, and organizing ideas
Frustration, anxiety, or avoidance of school
Many students with LDs also experience difficulties with memory, attention, and executive functioning. They may struggle to remember information they have just heard, follow directions, listen to and understand lengthy discussions, or remember information long enough to use it.
Middle and High School
As academic demands increase, students with LDs may face greater challenges.
Signs may include:
Reading comprehension difficulties—reading but not remembering what was read
Ongoing struggles with written expression, including essays and reports
Difficulty with math problem-solving and multi-step calculations
Trouble with organization, time management, and planning
Avoidance of tasks that require reading, writing, or math
Declining self-esteem or increased anxiety about school
Social difficulties, including trouble reading social cues or making friends
Students with LDs are also more at risk of experiencing bullying. Students with LDs may be taunted as a result of their need to access special education programs, may be less able to stand up for themselves, may be "socially awkward," and may be "too honest”, which results in their inability to conceal their weaknesses and mistakes.
Do LDs impact child and youth mental health?
Yes. The connection between learning disabilities and mental health is significant and well-documented.
Approximately 40% of people with LDs experience mental health difficulties such as anxiety and depression. This is not because LDs cause mental health challenges directly—but because of the experiences that often accompany them: repeated failure, frustration, social isolation, bullying, and the belief that "I am not smart enough."
Children and youth with LDs may experience:
Anxiety – Worry about school performance, social interactions, and being "found out"
Depression – Feelings of hopelessness, low self-esteem, and sadness
Behavioural challenges – Irritability, aggression, or withdrawal as coping mechanisms for stress
Social difficulties – Trouble making and keeping friends, feeling different from peers
School avoidance – Refusing to go to school or complaining of physical symptoms (headaches, stomachaches) to avoid academic tasks
LDs may also coexist with behavioural problems and psychiatric illness, including anxiety disorders and depression. Students who experience difficulties with social behaviour may use irritable or aggressive behaviour to cope with the stress associated with social interactions.
For students who are twice-exceptional—identified as having both LDs and giftedness—the combination can be particularly challenging. These students may be highly successful in some areas while experiencing significant difficulties in others. The paradox of the two conditions may result in specific behavioural difficulties and a variety of mental health issues.
The good news is that with the right supports—accommodations, understanding, and mental health care—children and youth with LDs can thrive.
What happens if LDs are not addressed before adulthood?
When learning disabilities are not identified and supported early, the impacts can last well into adulthood.
Academic and career impacts:
Students with LDs may fall behind academically, leading to lower graduation rates and reduced access to post-secondary education
More than half of Canadians aged 25–64 with a learning disability require one or more workplace accommodations
Adults with LDs may struggle to find and maintain employment that matches their abilities
Mental health impacts:
Untreated LDs can contribute to chronic anxiety, depression, and low self-esteem
Adults with LDs may continue to internalize negative beliefs about their intelligence and worth
The stress of navigating systems without support can lead to burnout and isolation
Social and emotional impacts:
Adults with LDs may experience ongoing social difficulties and challenges in relationships
They may avoid situations where their learning differences might be exposed
They may carry the weight of feeling "different" or "not good enough" into adulthood
Systemic barriers:
More than 1 in 3 persons with disabilities report barriers related to behaviours, misconceptions, or assumptions made by others
These barriers can make it harder to access support, accommodations, and opportunities
The message is clear: early identification and support matter. When children receive the right supports early, they are more likely to develop positive self-concept, build resilience, and achieve their potential. When LDs go unaddressed, the consequences can be lifelong—but they are not inevitable.
What can parents and caregivers do to support their children and youth?
Parents, guardians, and caregivers know their children in deep and important ways. They see their strengths, interests, frustrations, questions, and day-to-day experiences across home, school, and community. This knowledge is essential—and it is the foundation for effective advocacy and support.
Here are practical steps you can take.
Learn About LDs and ADHD
Begin with trusted information. Families can explore resources available through the Learning Disabilities Association of Ontario (LDAO), including parent-friendly information about learning disabilities, ADHD, assessment, accommodations, and learning at home. Local LDA chapters may also offer community-based information, support, and connections.
If your child has received a psychoeducational assessment, a glossary or plain-language explanation of common terms can help make the report easier to understand. As you review the report, note words or recommendations you want to ask about during school meetings.
Prepare for School Conversations
When reviewing an assessment, IEP, or school-based support plan, it can help to write down a few notes before meeting with the school team.
Write down:
One strength you want the school team to know about your child
One area where your child needs support
One question you want answered in plain language
One strategy that seems to help your child at home
One next step you would like to understand before the meeting ends
These notes can help you make sense of the information you receive and begin building a shared understanding with educators. They also support conversations that focus not only on areas of difficulty, but on your child's strengths, learning profile, and next steps.
Build Strong Family–School Partnerships
Schools often communicate with many families in consistent ways—through emails, parent-teacher meetings, school board communication platforms, IEP conversations, curriculum information, phone calls, forms, and requests to support learning at home.
Parent engagement becomes most meaningful when families and schools use these opportunities to build shared understanding, plan supports, and respond to a child's strengths and needs. It can also include less visible work, such as organizing paperwork, helping a child use strategies or assistive technology, preparing questions for a meeting, and noticing how a child responds to support in daily life.
For families of students with LDs and ADHD, this partnership matters because support often needs to be understood across settings. Parents may see patterns at home that are not immediately visible at school, while educators may see how a child responds to curriculum, assessment, classroom routines, and peer interactions. When both perspectives are brought together, the team can build a clearer picture of how the child's strengths and needs can inform next steps.
Understand the Policies That Shape School Support
Policies influence the forms families receive, the information shared before meetings, the language used in school documents, and the expectations placed on families as partners in their child's education.
In Ontario:
Parents in Partnership: A Parent Engagement Policy for Ontario Schools recognizes parents and guardians as valued partners and active participants in their child's education.
PPM 170 – School Board Communication with Parents outlines expectations for school boards to provide families with clear information and to respond to parent inquiries in a timely and accessible way.
PPM 8 – Identification of and Program Planning for Students with Learning Disabilities sets out requirements for school boards for the identification of and program planning for students with LDs.
PPM 156 – Supporting Transitions for Students with Special Education Needs sets out requirements for transitions for students with special needs from Kindergarten to Grade 12.
Understanding these policies can help families see where expectations are coming from and how to ask clearer questions. It can also help families recognize that they are not simply "helping with homework"—they are often doing important coordination, communication, and advocacy work that supports their child's access to learning.
Advocate for Your Child
Agency is the ability to make choices and take action in ways that influence our lives. Advocacy is the ongoing practice of speaking up, asking questions, seeking support, and working toward fair access to opportunities.
For parents, guardians, and caregivers, agency and advocacy often involve acting on behalf of your child while also helping your child gradually understand and express what they need.
It is important to recognize that advocacy does not look the same for every family. Some families may feel comfortable contacting the school, asking questions, requesting meetings, or using formal school language. Other families may face barriers related to time, work schedules, transportation, language, previous experiences with schools, uncertainty about whom to contact, or fear that speaking up could negatively affect their child.
For families of students with LDs and ADHD, it can help to begin with small, clear steps:
Writing down questions before a meeting
Asking for unfamiliar terms to be explained in plain language
Bringing someone trusted to a school conversation
Following up in writing after a meeting
These actions can support clearer communication and help families stay connected to decisions about their child's learning.
Access Accommodations and Supports
Accommodations are special teaching and assessment strategies, supports, and/or individualized equipment (including technology) that are required to enable a student to learn and demonstrate learning. Accommodations remove barriers. They do not lower expectations. Support is not an advantage. It is access.
Accommodations may include:
Extra time on tests and assignments
Assistive technology, such as speech-to-text or text-to-speech software
Graphic organizers and visual supports
Checked homework or reduced assignments
Preferential seating
Oral assessments instead of written ones
Access to a resource room or learning support teacher
If your child has been identified as exceptional through an Identification, Placement and Review Committee (IPRC), the school is responsible for creating an Individual Education Plan (IEP) within 30 days of identification. The IEP describes the special education program and/or services required by your child.
Connect with Community Support
Community support can make advocacy less isolating. Families may benefit from connecting with:
Other parents who understand the journey
Local LDA chapters
School councils
Community organizations
Trusted people who can help prepare questions, understand school language, and navigate next steps
When families share knowledge and support one another, advocacy becomes less dependent on one person having insider knowledge or extra resources.
A helpful question for families who have had some success navigating the system is: What helped me advocate successfully, and how could that knowledge help another family? Sharing what you have learned can make the path clearer for someone else.
Support Your Child's Mental Health
Given the strong connection between LDs and mental health, it is essential to support your child's emotional well-being alongside their learning needs.
Listen without judgment. Let your child know that their struggles are not their fault—and that you are there to help.
Celebrate strengths. Help your child see their unique gifts and talents. Many children with LDs are creative, resilient, and innovative thinkers.
Seek mental health support if needed. If your child is experiencing anxiety, depression, or significant behavioural challenges, reach out to a professional. Lynwood Charlton Centre offers free, confidential mental health services for children and youth in Hamilton.
Model self-compassion. Let your child see you being kind to yourself when things are hard. Teach them that mistakes are part of learning—for everyone.
Connect with peers. Help your child find spaces where they feel a sense of belonging—whether through clubs, sports, arts, or support groups for youth with LDs.
A Final Thought
Supporting a child with LDs can involve learning new language, asking questions, building relationships, and navigating systems that may not always feel easy to understand. Families should not have to do this work alone.
All children with LDs benefit when families, educators, schools, and communities work together. When adults use their knowledge, voice, and access to support one another, they help create more equitable conditions for children to be understood, included, and supported in their learning and well-being.
This Learning Disabilities Awareness Month, let us commit to seeing the strengths, understanding the needs, and removing the barriers. Because every child deserves the opportunity to reach their remarkable potential.
For more information about learning disabilities and ADHD, visit:
Learning Disabilities Association of Ontario: ldao.ca
LD@school: ldatschool.ca
If you or someone you know is in crisis, help is available 24/7:
Suicide Crisis Helpline: Call or text 9-8-8
One Stop Talk: Connect directly with a mental health professional ( Monday to Friday from 12 p.m. to 8 p.m.) through online video, and voice. Go to onestoptalk.ca or call 1-855-416-8255.
Kids Help Phone: 1-800-668-6868 or text CONNECT to 686868
Lynwood Charlton Centre: Contact our Access and System Navigation team at 905-389-1361 for free, confidential mental health support for children, youth, and families in Hamilton
You are not alone.
