Thank you, Mr. Speaker. Mr. Speaker, a decade ago the Supreme Court of Canada released a unanimous decision recognizing that learning to read is not a privilege but a basic and essential human right when it found that a BC student had a right to receive the intensive supports and interventions they need to learn to read. This year the Ontario Human Rights Commission released the right to read inquiry report on human rights issues affecting students with reading disabilities calling for critical changes to Ontario's approach to early reading and curriculum and instruction screening, reading interventions, accommodations, and professional assessments. The report includes over 150 recommendations to address systemic issues and affect the right to learn to read including making access to interventions equitable for all students, improving access to professional assessments, ensuring greater consistency and transparency in the assessment process.
There are certainly differences of opinion on the best way to teach a child to read but regardless on what end of the science of reading that you follow, the need for access to intervention and supports are consistent.
Many students' reading difficulties are not being caught early which has significant consequences. Age 4 to 7 is a critical window for teaching children foundational learned reading skills and is when intervention is most effective. Many students who are not progressing as expected in reading are falling through the cracks and not getting timely intervention and supports, Mr. Speaker.
Literacy does not only have consequences for a child's ability to excel in learning, struggles with literary are directly linked to depression and anxiety, school avoidance, acting, being bullied or victimized, and selfharm. Literacy levels can have negative impacts on employment and lead to lower incomes, poverty, homelessness, and higher rates of involvement in crime and incarceration. Learning to read isn't a 'nice to have' skill; it's a 'need to have' skill and a lifeline, Mr. Speaker.
Mr. Speaker, in elementary school aged constituent of mine is now nearing their audiology appointment after a year and a half and this wait time is standard. Lack of access to speciality services impacts all of our residents, especially our youngest ones and not only with regard to literacy. These services are fundamental to the development of neuro divergent children and youth, to people with Parkinson's and MS the list of it is exhaustive.
Mr. Speaker, the right to equal education includes the right to read, and the right to read and being educated depends on access to support services. Thank you, Mr. Speaker.
Thank you, Member for Kam Lake. Members' statements. Member for Thebacha.
