Many participants noted the need for early identification and assessment of LD; they commented that some children had no practical access to assessments while others were assessed repeatedly, to no useful purpose. It was also observed that the delay between the assessment and identification of LD and that child receiving proper services was often much too long; the assessments were not being adequately followed up in too many cases. Concern was also expressed about the quality of the assessments, which was judged to be uneven; about the over-use of jargon in assessment reports which makes them difficult to understand, even for some professionals in other disciplines; and the lack of teamwork or even communication between the medical, social welfare and educational authorities and agencies, all of whom might be involved with a single individual.

Participants noted with concern the lack of broad awareness of LD in society as a whole, and even in the professions most likely to be directly involved with people with LD: teachers, doctors, school nurses, social workers, etc. Parents in particular reported frustration at having to explain even the very most basic facts all over again, every year. Physicians reported that although they were often the first professional consulted when parents felt there was a problem, they did not know what they needed to know about learning disabilities, and had no easy access to the Psychologists who might be able to provide necessary information. As to teachers, it was noted that the Education programme at UNB for instance, does not include a mandatory course in dealing with LD. “Labelling” in the schools is seen as a negative act, and yet without a label, the problem is too easily overlooked or ignored. The lack of information at the professional level is serious; it is equally disturbing that equivalent ignorance of learning disabilities is found in educational administration at the school and District levels, and in government where policies are established and funds are allocated. It was generally felt that LD was not treated seriously or given any high priority; one participant pointed out that a diagnosis of cerebral palsy or of leukemia gave access to almost unlimited funds to counteract the condition, whereas the diagnosis of a learning disability conferred no access to funds at all. The lack of awareness remains a problem throughout the LD individual’s life; postsecondary educators, employment counsellors and employers all lack understanding of the strengths and needs of LD individuals.