Saskatchewan Human Rights Commission (SHRC) Releases Equitable Education for Students with Reading Disabilities Report

September 25, 2023

The Saskatchewan Human Rights Commission last week released a summary report on issues affecting students with reading disabilities in Saskatchewan in response to a group complaint filed in 2020 on behalf of 29 families, all with children who have been professionally diagnosed with dyslexia.

The families alleged that eight school divisions discriminated against their children on the basis of disability (dyslexia and other disabilities). Given the number of parents supporting the complaint, the Commission determined a systemic investigation would be more efficient and appropriate than pursuing each complaint individually and allow Commission to take a broader view of the issues while working towards systemic resolutions.

The report, “Equitable Education for Students with Reading Disabilities,” provides a thematic and objective view of survey responses, a legal summary, and a literature review on reading disabilities.

Some of the themes demonstrated throughout the consultation process include:

• Negative impacts of reading disabilities on students and families, emotionally, socially and financially;
• Insufficient screening for reading disabilities;
• Complicated processes and systems for parents to navigate;
• Inadequate reading instruction and specialized intervention;
• Inconsistent accommodation;
• Long waits for professional assessment;
• Lack of teacher training and professional development regarding reading disabilities;
• Disproportionate reading outcomes for Indigenous students; and
• Lack of supports and limited resources.

Some approaches to address these issues identified through the Commision’s work for further dialogue include:

• Adopt universal screening strategies to detect reading disabilities or areas of potential concern related to reading acquisition, including an optimal screening period with early detection and intervention as key considerations.
• Ensure follow-up testing and assessment, as requested by parents or teachers, are as accessible and timely as possible.
• Align reading intervention plans with evidence-based practices that have been demonstrated to be effective and necessary for reading development. These should be created and implemented as soon as possible.
• Inform and support families with children who have been diagnosed with reading disabilities about options regarding the different modes of intervention and accommodation available to their children.
• Provide information to families regarding their student’s progress on a quarterly basis. Create formal progress tracking procedures for each child requiring intervention.
• Implement best-practice literacy and reading acquisition strategies that meet the needs of each child, not only those with reading disabilities.
• Address gaps in supports received by elementary students transitioning to high school or to other school divisions. Supports, accommodations, and intervention should last as long as the student requires – from kindergarten to high school graduation.
• Address assessment, support, and accommodation needs for rural and northern communities where fewer options to access assistance outside of the education system exist.
• Offer sustained professional development for teachers in the area of teaching reading and supporting students with reading disabilities. This may also include a coaching model and a multi-step approach, as has been implemented in other provinces.
• Explore how to better support teachers and educational assistants in providing necessary accommodations to students.
• Encourage teachers-in-training to pursue specialties related to reading disabilities.
• Increase training and knowledge related to reading disabilities into post-secondary curriculums for students entering an educational profession.
• Encourage the use of accurate, non-ableist language and terminology (e.g., dyslexia) to help families and children better understand brain function, and to support learning differences.
• Enhance data collection throughout K-12 education to better understand the relationship between methods, programs, and policies and their impact on improving the reading levels and literacy rates of children within Saskatchewan.
• Build upon existing reconciliation strategies to include and consult with Indigenous community members in the areas of education and learning.
• Review and evaluate the psychoeducational assessment process, policy, and procedures within the school system.

SHRC releases Equitable Education for Students with Reading Disabilities report

September 21, 2023

The Saskatchewan Human Rights Commission released a summary report today on issues affecting students with reading disabilities in Saskatchewan. The report, “Equitable Education for Students with Reading Disabilities,” is intended to be part of a longer-term systemic initiative.

In 2020, the Commission received a group complaint on behalf of 29 families, all with children who have been professionally diagnosed with dyslexia. The families alleged that eight school divisions discriminated against their children on the basis of disability (dyslexia and other disabilities). Given the number of parents supporting the complaint, the Commission determined a systemic investigation would be more efficient and appropriate than pursuing each complaint individually and allow Commission to take a broader view of the issues while working towards systemic resolutions.

“I would like to commend all those who participated in this investigation, along with those who brought forth the initial batch of complaints, for helping the Commission address systemic discrimination concerns,” said Barry Wilcox, K.C., Interim Chief Commissioner of the Saskatchewan Human Rights Commission. “Our goal is to collaborate with individuals and stakeholders to ensure that students with reading disabilities are provided fair and equitable access to education in Saskatchewan. This report is the first of many steps in that process.”

For the report, the Commission consulted families of children with reading disabilities, students, educators, medical professionals, and community-based organizations. The Commission also met with the Ministry of Education and school board representatives.

Throughout the investigation, consultation participants emphasized the need for an early, universal screening strategy; individualized reading interventions, professional assessments, and accommodations for students; as well as the desire for a core curriculum that is evidence-based and scientifically researched. Other issues include addressing the needs of rural and northern communities, improved data collection, and enhanced training and professional development for teachers.

“Meaningful access to education, which includes learning to read, is not a privilege. It is a human right,” said Interim Chief Commissioner Wilcox. “Reading plays a vital role in our children’s educational progress and has a lasting impact on their lives. This report, and the ensuing systemic initiative, provides an opportunity to make significant changes in our province that will help build a better, more equitable future in which no child is left behind.”

The “Equitable Education for Students with Reading Disabilities” report can be found online at: Equitable Education for Students with Reading Disabilities – Saskatchewan Human Rights Commission

(Via Saskatchewan Human Rights Commission)