Frequently asked questions.

The questions we hear most often from parents, adults, and educators — answered plainly.

For parents and caregivers

  • If your child is struggling significantly more than peers with reading, writing, math, or attention — and the gap isn't closing with extra effort or tutoring — it's worth getting assessed. Common early signs include difficulty learning the alphabet, slow reading, persistent spelling errors, or trouble with math facts. A formal assessment from a psychologist is the only way to confirm a diagnosis. Get in touch if you're not sure where to start.

  • First, breathe. A diagnosis is information, not a verdict. Next steps usually include: meeting with your child's school to understand what supports they offer, looking into evidence-based tutoring programs (like Barton for dyslexia or Math Masters for dyscalculia), and considering counselling if your child is struggling emotionally with the diagnosis. We can help you figure out what's most important for your family.

  • No — learning disabilities and ADHD are lifelong differences in how the brain processes information. But "lifelong" doesn't mean "limiting." With the right support and strategies, children with LDs and ADHD become adults who thrive. The earlier intervention starts, the easier the path tends to be.

  • Start by understanding what your child is entitled to. In Manitoba, students with diagnosed LDs or ADHD can receive classroom accommodations through their school's resource team. Bring documentation of the diagnosis, be specific about what your child needs, and follow up in writing. If you'd like help preparing for school meetings, our parenting support program can guide you through it.

  • Yes — and the earlier (in age-appropriate language), the better. Children who understand their diagnosis tend to feel relief, not shame. Framing matters: "Your brain works differently, not worse" is a powerful place to start. Counselling can help if you're not sure how to have the conversation.

  • It depends on the program. Most of our programs are offered at low or sliding-scale rates — we don't turn anyone away for inability to pay. Counselling and tutoring have set per-session fees with sliding scale available. Contact us to discuss what your family can manage, and we'll find a way that works.

For Adults with LD or ADHD

  • Yes. Late diagnosis is increasingly common, especially among women and adults who were quiet or high-achieving in school. Many adults are getting diagnosed in their 30s, 40s, 50s, and beyond. A diagnosis doesn't change who you are — it gives you a framework for understanding yourself and accessing support.

  • Adult assessments are typically done by a registered psychologist. In Manitoba, you can pursue private assessment (costs vary, often $1,500–$3,000) or seek a referral through your family doctor. Wait times for publicly-funded options can be long. Contact us — we help adults navigate the assessment process regularly and can point you in the right direction.

  • No. Disclosure is a personal decision and not legally required in most situations. Some adults disclose to access workplace accommodations; others choose not to. Both are valid choices. If you're weighing the decision, counselling can be a useful place to think it through.

  • If you disclose your diagnosis at work, your employer has a legal duty to accommodate you to the point of "undue hardship" under Manitoba human rights legislation. Common accommodations include flexible deadlines, written instructions, noise-cancelling headphones, extended time on tasks, and assistive technology. The specifics depend on your role and what you need to do your best work.

  • No. Medication can be very effective for ADHD specifically, but it's one option among many — and it isn't appropriate for everyone. Counselling, body doubling, support groups, executive function coaching, and practical strategies all play a role. Most adults find that a combination of approaches, found over time, works best.

For Educators

  • A learning disability is a specific, diagnosed, neurologically-based difference in how the brain processes information. It's lifelong and present from childhood. A learning difficulty is a broader term that describes any challenge with learning — it can be temporary (caused by stress, missed instruction, or other factors) and doesn't require a formal diagnosis. The distinction matters because LDs typically require specific evidence-based interventions, while learning difficulties may respond to general teaching adjustments.

  • Document what you're observing — be specific about what's working, what isn't, and how the student differs from peers. Communicate with parents early and respectfully. Refer to your school's resource team for formal assessment. In the meantime, small adjustments often help: extra time, broken-down instructions, visual supports, and reduced copying from the board. Let the student know you believe in their capability.

  • Yes. We deliver presentations and training on learning disabilities, ADHD, and supporting neurodivergent learners — for classrooms, staff development days, and parent groups. Sessions are tailored to your audience. Visit our Presentations & Training page or get in touch for details.

Still have questions

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