A child with a learning disability is often bright, curious and trying very hard, yet reading, writing or math stays a daily battle. Without the right support, many start to believe they're "not smart." With the right support, they can show what they really know. This guide follows the path most families take in Ontario. First you notice the signs. Then you get an assessment, turn the results into a plan and choose the right supports.
This is general information, not legal or education advice. Your school board's policies and Ontario's rules are the ones that count.
What Ontario means by "learning disability"
Ontario's Policy/Program Memorandum 8 (PPM 8) gives the definition schools use. In plain words, a learning disability:
is a brain-based condition that affects how a student takes in or makes sense of information
shows up in students whose thinking skills are at least average
leads to school results that are lower than expected. Or the student can only keep up with extremely high effort or extra help.
causes trouble with reading, writing, math, or work habits and learning skills
PPM 8 also says a learning disability is not caused by things like vision or hearing problems that haven't been fixed. It's also not caused by learning a new language or a lack of effort.
That second point matters. Kids with learning disabilities often hear "just try harder." The definition itself says many are already working very hard.
Stage 1: Noticing the signs
PPM 8 says some children show early signs before school, such as language delays, trouble with rhyming or counting, or fine-motor difficulties. For most, though, problems show up in the early school years. For some, they only appear in later elementary or early high school, when work gets more complex.
Ontario requires school boards to check students' learning needs early and keep checking as they grow.
Don't wait to ask. If your child is struggling, talk to the teacher. The Ontario Human Rights Commission (OHRC) gives an example of a Grade 1 child with signs of dyslexia. While the child waited for an assessment, the school and parents put an early reading program in place as an interim accommodation.
Stage 2: Getting an assessment
When should a child get a deeper assessment? PPM 8 says it makes sense when teaching has been fitted to the child for a while, progress has been tracked, and signs of a learning disability are still there.
A good assessment uses many sources, such as:
information from you, your child and teachers
school history
medical information, such as vision and hearing
educational and professional assessments, such as a psychoeducational assessment
Who can do it. PPM 8 says these assessments must be done by a member of the College of Psychologists of Ontario, or under their supervision. You must give consent. Results should be shared as standard scores, not grade levels.
Public or private. An assessment may be done through the school board or privately. Either way, PPM 8 says the results must shape your child's IEP.
Stage 3: Turning results into a plan
An assessment report can be long and technical. The key is to turn it into a few clear supports. Ask the school team to go through the recommendations with you, one by one.
PPM 8 says the deciding factor for support is your child's needs, not a diagnosis. It also says the principal may create an IEP for a student who needs help, even without a formal committee decision. If you want formal identification, learning disability is one of Ontario's 12 exceptionalities.
PPM 8 says an IEP for a learning disability may include:
accommodations, so your child can work at grade level
modified expectations, but only if other supports aren't enough
alternative goals, such as social skills, speaking up for yourself, or study skills
These students have at least average abilities. So PPM 8 says their programs should reflect and grow those abilities.
Stage 4: Choosing accommodations
Accommodations change how your child learns or shows learning, not what they're expected to know. Match them to the skill that's hard. These are ideas to discuss with the school team.
Reading (including dyslexia)
text-to-speech software or audiobooks
extra time for reading tasks
not being asked to read aloud without warning
Writing
speech-to-text software or a laptop instead of handwriting
graphic organizers to plan writing
marking for ideas rather than spelling, where appropriate
Math
a multiplication chart or calculator, where the skill being tested allows
step-by-step worked examples
fewer questions that still show the skill
Across subjects
copies of notes
extra time on tests
a quieter place to work
Accommodations on provincial tests
Ontario's EQAO tests allow some supports. EQAO's 2025-2026 user guides say students with an IEP may get extra time, supervised breaks and a different room. They may also use assistive technology, such as Google Read&Write or Kurzweil. Voice-to-text and a scribe who writes down the student's exact words are allowed too. A scribe must be an adult who isn't a relative.
EQAO says these supports should be listed in the IEP and used in regular class work too. So if your child uses text-to-speech in class, make sure it's written into the IEP.
When needs are more severe
For some students, the regular school system isn't enough. Local schools offer a range of placements. Ontario says families can also ask about applying to a Demonstration School for students with severe learning disabilities. Your school board can explain how.
Talking with your child about it
Kids often feel relief when they learn why school has been so hard. Keep it simple and honest. You might say their brain learns in a different way, and that some tools help it work best. Point out what they're good at. Let them help choose supports. Older kids can join IEP meetings. When children understand their own needs, they're more likely to speak up for themselves later.
Know your rights
In 2012, the Supreme Court of Canada decided the Moore case, about a student with dyslexia. The OHRC calls it a landmark case. Its policy says that, to be appropriate, supports must give a student real, meaningful access to education. Success is not the only test. The question is whether your child can truly take part.
Supporting your child's confidence
Years of struggling at school can lead to anxiety, frustration and low self-esteem, even after supports are in place. Therapy can help your child understand how they learn, cope with stress and feel proud of their strengths. Learn about the signs of dyslexia in children, our psychological assessments and our teen counselling.
We see children 6 and up, in person or online, and our psychological assessments cover children. Our clinicians can provide supporting documentation where appropriate, as part of your care with us.
You can see us in Kitchener, Waterloo, Cambridge or Ottawa, or by secure video from anywhere in Ontario.
Cost, billing and your first step
Sessions with our therapists range from $130 to $200, depending on the clinician.
We accept Health Spending Accounts (HSAs).
We can direct bill many insurers. Coverage depends on your plan, so check with your insurer before you start.
Book a free 15-minute consultation with our admin team. Tell them a little about your child, and they'll help you find a good fit.
If you're in crisis: if you or someone you love is in immediate danger, call 911. If you're thinking about suicide, call or text 9-8-8 any time, day or night.
Last reviewed: October 2026
Sources
Policy/Program Memorandum 8: Identification of and program planning for students with learning disabilities, Government of Ontario
Identifying students with special education needs, Government of Ontario
Accommodations and exemptions, Primary and Junior assessments user guide, 2025-2026, EQAO
Policy on accessible education for students with disabilities, Ontario Human Rights Commission