Support Bill 149 2019: An Act to proclaim Dyslexia Awareness Month

On November 25, 2019, MPP Joel Harden introduced a private member’s bill to proclaim Dyslexia Awareness Month every October in Ontario.

MPP Harden, who is opposition disability and accessibility critic, proposed the bill after meeting with Ottawa families who shared their experiences with the lack of awareness and support for dyslexia in Ontario schools.

“We’re nowhere near full accessibility when it comes to early detection and early supports for children with dyslexia,” Harden said. “Ontario must keep its obligation under the Accessibility for Ontarians with Disabilities Act (AODA) to make the province fully accessible by 2025. We want to build a society where everyone, regardless of disability of learning difference, has the ability to be themselves, and that requires government support.”

Thank you to Joel Harden for introducing this historic bill.

Please help get the bill passed by contacting your MPP and asking for their support. Find out how a bill becomes a law in Ontario.

Families and advocates from Decoding Dyslexia Ontario, the International Dyslexia Association Ontario Branch and Dyslexia Canada participated in the press conference at Queen’s Park and attended the first reading of the bill in the legislature.

Track the progress of Bill 149 2019: An Act to proclaim Dyslexia Awareness Month at the link below:

https://www.ola.org/en/legislative-business/bills/parliament-42/session-1/bill-149

Download the pdf of Bill 149 2019 here:


Read the press release

http://www.joelharden.ca/ottawa_centre_mpp_announces_bill_to_proclaim_october_as_dyslexia_awareness_month

Video: Presentation to accessibility in education town hall

On April 10, 2019, Lark Barker, Decoding Dyslexia Ontario President elect, presented the Decoding Dyslexia Ontario statement addressing accessibility in education to the Accessibility Town Hall held in Toronto, Ontario. The meeting was organized by MPP Joel Harden.

Under Accessibility for Ontarians with Disabilities Act (AODA), 2005, Ontario must remove barriers and become accessible to the disabled, including the learning disabled, by 2025.

Follow the link to watch the 4-minute video:

https://www.facebook.com/DecodingDyslexiaOntario/videos/414454566032810/

Discrimination in education: Ontario Human Rights Commission outreach

On April 9, 2018, the Chief Commissioner of the Ontario Human Rights Commission, Renu Mandhane, tweeted that all special education needs students must receive timely and appropriate services.

The Chief Commissioner opened the door; encouraging parents of children that have not received the appropriate and necessary services in their public education experience to contact the Human Rights Legal Support Centre to report discrimination. 


Examples of potential discrimination, but not limited to:

→ School/school board fails to provide evidence-based reading instruction that a child with dyslexia needs to learn to read despite identified need; 

→ School staff member says that there is nothing that the school can do to help your child;

→ School/school board fails to provide the access to a psych ed assessment in a reasonable amount of time; 

→ Staff/school/school board suggests student not enrol, or exit, a specialty program (gifted, French immersion, IB);

→ School/school board fails to provide, or allow, the use of assistive technology in the classroom; 

→ School/school board sends your child home when supports are not available for them;

→ School fails to provide accommodations that support the success of the student in the classroom; or

→ Staff/school makes, or allows, jokes or derogatory comments about your child’s learning needs.


Human rights protections for students with learning disabilities in Ontario

The Ontario Human Rights Code states that provincial education services must provide timely and appropriate special education services so that special education students with a disability, including learning disabilities such as dyslexia, have equity in public education.

Policy on accessible education for students with disabilities (2018)

In public school, students with dyslexia should be provided appropriate special education services to be able to read. 

Additionally, once a student with dyslexia is taught to read in elementary school, the student should have equal opportunity to enroll and succeed in the high school academic stream so that post-secondary education is an option. Accommodations must be made available throughout a student’s entire educational experience. 

Moreover, students with dyslexia should be considered equally for specialty programs (French Immersion, Gifted, IB and Arts Schools) for we know that with appropriate accommodations, a student with dyslexia can reach their full potential and find success in school and in life. 

Finally, as per the International Dyslexia Association, appropriate evidence-based special education intervention for students with dyslexia should be based upon structured literacy: https://dyslexiaida.org/what-is-structured-literacy.


From the Supreme Court of Canada’s Landmark Moore vs BC Education Decision (2012)

“A majority of students do not require intensive remediation in order to learn to read.  Jeffrey does.  He was unable to get it in the public school. Was that an unjustified denial of meaningful access to the general education … and, as a result, discrimination?”

“There is no dispute that Jeffrey’s dyslexia is a disability. … the expert evidence [including the International Dyslexia Association] that intensive supports were needed generally to remedy Jeffrey’s learning disability, and that he had not received the support he needed in the public school system.”

“… a finding that Jeffrey suffered discrimination and was entitled to a consequential personal remedy, has clear broad remedial repercussions for how other students with severe learning disabilities are educated.”

The Supreme Court upheld the BC Human Rights Tribunal finding of discrimination against the local Board awarding:

 “… tuition paid for Jeffrey to attend Kenneth Gordon School and Fraser Academy, up to and including Grade 12, half of the costs incurred for his transportation to and from those schools, and $10,000 for “the injury to [Jeffrey’s] dignity, feelings and self-respect.”

Note: Jeffery Moore was in Grade 3 and unable to read when the decision was made to move to specialty private school


All children should feel like they belong at school, Renu Mandhane, Chief Commissioner, Ontario Human Rights Commission (Globe and Mail, Sept. 2, 2018)