Description

Full Course (with Certificate) 

The Learning Disabilities Association of Ontario (LDAO), in collaboration with the Child Development Institute (CDI), is offering an online workshop designed to support parents and caregivers in navigating the school system and advocating for their children.

This seven-week course supports parents and caregivers in building effective, collaborative partnerships with schools. Participants will develop practical advocacy strategies, strengthen their understanding of special education processes in Ontario, and learn how to navigate meetings, Individual Education Plans (IEPs), and decision-making with greater confidence.

Across seven units, participants explore:

  • the perspectives of both families and schools
  • the needs of students with learning disabilities and related challenges
  • key processes within special education and school systems
  • practical strategies for communication, collaboration, and problem-solving

All participants have access to the same course content and a discussion forum where they can ask questions and share ideas..

This is a fully online, asynchronous course. There are no scheduled live sessions.

Course format

  • 7-week online course
  • Weekly modules released each Monday
  • Content includes readings, practical tools, and reflection
  • Fully online and asynchronous

Includes:

  • Full access to all course content
  • Facilitated learning experience
  • Ongoing support from clinicians at the Child Development Institute (CDI), with additional support from LDAO
  • Feedback on assignments
  • Certificate of Completion

This course is facilitated by clinicians from the Child Development Institute (CDI), with additional support from LDAO.

Facilitators:

  • Ruby Yuen-Chiu Leung, CDI, Child and Family Clinician
  • Vivien Wang, CDI, Child and Family Clinician
  • Kelli Cote, LDAO, Public Policy and Educational Consultant

Ruby and Vivien are Child and Family Clinicians in the Learning Disabilities and Mental Health (LDMH) Program at the Child Development Institute. Through their clinical work with children, youth, and families, they bring deep expertise in learning disabilities, mental health, and school-based collaboration.

They support families in understanding their child’s learning profile, navigating school processes, and engaging in effective advocacy, including participation in meetings such as IPRCs. Their approach is supportive, practical, and grounded in real-world experience working with families and schools.

Kelli Cote is the Public Policy and Education Consultant at LDAO, supporting LD@school resources. With over 30 years in education, including roles as Principal and Student Services Coordinator, she brings extensive experience in special education, policy, and system-level leadership. Kelli works closely with families and educators to support advocacy, reduce stigma, and promote inclusive learning environments.

Unit Contents

Unit 1: Partnership and Advocacy: Perspectives of Parents and Schools

Participants:

  • Will look at the meaning of advocacy in the context of effective partnerships with the school
  • Will examine their thoughts, feelings and beliefs regarding education and schools as these may influence their interaction with the school
  • Will consider how to understand the perspective of the school

Unit 2: Strategies and Models for Partnership and Advocacy

Participants:

  • Will become familiar with 4 models for planning advocacy efforts on behalf of a child
  • Will recognize the role of careful documentation and record-keeping
  • Will learn how to handle meetings and effectively use note-taking

Unit 3: Understanding How the Special Education System Works: The Education Act, IPRCs and IEPs

Participants:

  • Will learn how current legislation in the Education Act provides for students with special education needs
  • Will explore the legal context and processes of the IPRC and IEP
  • Will understand how to collaborate in development of an IEP
  • Will learn how to work on a ‘living IEP’ within the classroom environment

Unit 4: Understanding Psychological Assessment Reports

Participants:

  • Will understand the purpose of psychological assessments and the factors to be considered when recommending psychological testing
  • Will understand how core psychological concepts associated with learning disabilities and other disorders are assessed and interpreted
  • Will become comfortable in reading psychology reports and asking questions about reports

Unit 5: Understanding How Children Communicate Difficulty at School: Behaviour Problems as Communication

Participants:

  • Will understand that behaviour can act as a form of communication from the child
  • Will learn how to use a “team approach” to problem-solve and brainstorm possible reasons for inappropriate behaviour
  • Will understand how to use Behaviour Plans to prevent behaviour difficulties from escalating into disciple problems

Unit 6: Students with Special Education Needs and School Discipline Policies: Progressive Discipline, Mitigating Factors, Suspension and Expulsion

Participants:

  • Will understand what the school means by progressive discipline
  • Will become familiar with rules and requirements around suspension
  • Will learn about other ways students can be kept out of school, including Expulsion

Unit 7: Negotiation and Resolving Conflicts: Informal and Formal Processes

Participants:

  • Will understand some of the reasons that disputes and conflicts arise
  • Will learn methods which will allow them to collaborate with educators to prevent conflicts where possible and to resolve them quickly when they arise
  • Will understand options for using formal dispute resolution processes
  • Will gain an overview of effective ways to work through conflict by using negotiating skills.