D’Intino, J. S. (2017). Learning disabilities in Canada: Definitions and accommodations . Canadian Psychology , 58 (3), 228–237. https://doi.org/10.1037/cap0000116

Journal Article

D’Intino, J. S. (2017). Learning disabilities in Canada: Definitions and accommodations. Canadian Psychology, 58(3), 228–237. https://doi.org/10.1037/cap0000116


Dictated response; Dictated response (speech recognition system); Extended time; Grammar checker; International (non-U.S.); Multiple accommodations; Oral delivery; Oral delivery, live/in-person; Specialized setting; Spelling checker; Text-to-speech device/software; Word processing (for writing)





Assessment accommodations policies throughout the Canadian provinces and territories were described in terms of variation, commonalities and differences, as they applied to students with learning disabilities (LD). Specific accommodations were many, and reported in more detail in the Findings section.


The researcher reviewed the most recent published policies from each of the Canadian provincial and territorial governments regarding assessment accommodations for students with LD. Government websites were also reviewed for changes or updates to their policies.

Dependent Variable

In this policy analysis, the researcher described the definitions of learning disabilities and the assessment accommodations available to students with learning disabilities.


The level of detail in the provincial and territorial accommodations policies for students with LD varied greatly. The author suggested that this might stem from their varied definitions of LD. On the other hand, most provinces and territories share some of the same accommodations for students with LD: extended time, alternative test delivery formats, text to speech, dictation, use of word processors, spelling and grammar checks, and separate setting. The study ended with a discussion of implications for pedagogy and policy. Limitations of the study were reported, and future research directions were suggested.