The Editor,
Re. “Parents want more support for dyslexic students” (The Tri-City News, May 20).
In this article, Judy Shirra, chair of the SD43 school board, indicated she will have a full response at the next meeting on how the new curriculum will target LD students.
Four years ago, my LD grandson was in Grade 4. He needed a psych-ed assessment in order to be eligible for extra help in school.
Since there was a two-year waiting list for a school assessment, we were encouraged to get an independent assessment at our expense.
This assessment was done privately and, additionally, his parents have paid for after-school tutors in the course of four years.
Finally, this year, my grandson’s parents enrolled him in a private school. My grandson just could not afford to lose anymore time.
Since assessments are not advisable until students reach Grade 4, it is critical to have early intervention programs in place for at-risk children from kindergarten to Grade 4.
School-based teams are responsible for cobbling together programs for all LD children in their school.
School staff need training and resources to meet the needs of our children and to ensure they are making progress.
The Ministry of Education has good policy development for learning disabilities but there is a gap between policy and implementation. There is a need for accountability and an enforcement process. Unfortunately, there is no presence of a strong advocate for LD students in SD43.
Hopefully, the recent second-yearly presentation by Cathy McMillan and Kim Fisher will effect some change.
We need a plan and a time line, not just hopeful wishes on the part of administration.
Nadya Shore,
Port Coquitlam
