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We hope that this website supports your journey as you navigate the struggles related to LD and ADHD and build upon your strengths, in order to reach your full potential. Know that you are not alone, and we are here to help you along the way.
Attention Deficit Hyperactivity Disorder (ADHD)
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December 2024 Newsletter
Managing the Holidays | New Winter Programs for Children & Adults | And More!
9 Ways Families, Schools, and Communities Can Help Children Thrive
An insightful, inspiring and FREE presentation by Dr. Ungar at Calgary Academy on Nov. 18, 2024.
RSVP to events@calgaryacademy.com.
November 2024 Newsletter
Reading Makes Headlines | Focus on Math & Dyscalculia | Free Webinars & More
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Featured Event
Find Your Path: Strategies for Success Conference
Date of Event: October 26th, 2024
October is Learning Disabilities and ADHD Awareness Month! Boost your understanding and personal support toolkit at our one-day conference on October 26, 2024.
Find Your Path: Strategies for Success is all about practical take-aways for those with Learning Disabilities or ADHD on executive functioning, mental health, ADHD medication, math strategies, advocacy, relationships and more!
If you are a parent, educate children or are an adult looking to strengthen your skill set, this conference is for you.
EXPERT: Linda Roggli, PCC Banish New Year’s resolutions! (ADHD folks don’t need one more reason to feel guilty or disappointed.) Instead, let’s create practical, ADHD-friendly changes that we can implement […]
EXPERT: Jeffrey Bernstein, Ph.D. Family life brings smiles and struggles, but when persistent tantrums, resistance, or negativity dominate, they can strain relationships and household harmony. In this transformative webinar, psychologist […]
EXPERT: Dr. Timothy Rasinski Fluency in reading has been found to be a critical element of any successful reading program. Despite its importance many students fail to achieve sufficiently in […]
Recent Blog Posts
Learn more about LDs and ADHD, and find helpful information and insights on the assessment, diagnosis and management of these learning and attention challenges.
My ADHD Journey Through Chaos, Diagnosis and Imposter Syndrome
I was 30 when I received my ADHD diagnosis: Combined Type, Severity: High. For most of my life, I’d been battling an unseen adversary – like an elusive cryptid – leaving me perpetually exhausted, scattered, and questioning my worth. Receiving the diagnosis was both a relief and an awakening. It validated my struggles while forcing me to confront not only the challenges but also the deeply rooted imposter syndrome that had quietly shaped much of my identity.
My diagnosis also brought into focus a more painful reality: how ADHD fueled impulsivity, poor decision-making, and unhealthy relationship patterns. Perhaps most difficult to acknowledge was how being the eldest daughter – the default “third parent” to my younger sister – trapped me in a caregiving cycle I was never equipped to manage, especially with a mind constantly whirling in overdrive.
The Toll of “Trying Harder”
Growing up in a lower-income household, mental health conversations were virtually nonexistent. We valued hard work, survival, and resilience. My parents, stretched thin by work and bills, were focused on keeping the heat on rather than on introspection. We didn’t have labels like ADHD; instead, there was “just try harder” or “just pay more attention.” As the eldest daughter, I became a second caregiver by necessity, readily stepping into a role long before I understood its weight.
From an early age, I took care of my sister: cooking meals, helping with homework, and often shielding her from household tensions. At the time, caregiving felt natural, but in retrospect, it set a precedent that followed me into adulthood. Managing these responsibilities with undiagnosed ADHD drained me. I was disorganized, forgetful, and constantly overwhelmed. Every misplaced item or forgotten task reinforced a belief that I was fundamentally unreliable—not just as a sibling or daughter, but as a person. Still, I pushed through blinking back tears of frustration and self-loathing because failure wasn’t an option. My family depended on me to keep things going.
This responsibility became central to my identity. I coped by overcompensating through people-pleasing, masking my struggles, and pretending I had it all together. On the inside I felt like I was held together precariously with strips of duct tape, cartoonishly slapping them onto leaks only for another to burst through the walls.
Same at School
In school, I was the quintessential underachiever. I lived in a constant state of overload, frequently losing homework, missing first periods but managing to panic-write A+ essays the night before they were due. My clothes were always wrinkled from their strategic floor piles, my hair constantly one day past its best-before date. My shifts at my after-school job always started five minutes late for reasons I still can’t account for. No one – not even me – saw anything past laziness.
College magnified my imposter syndrome. As the first in my family to pursue and complete post-secondary education (not to mention only half of us had finished high school), I felt the crushing weight of expectation. I juggled a full-time job, a viciously abusive relationship, demanding classes, and the gnawing fear that I was only moments away from being exposed as a fraud. Every assignment submitted late felt like the one that would expose my acceptance as a mistake.
I compensated with an arsenal of alarms, sticky notes in odd places, and sheer willpower. So much so that I have not one but two anxiety disorders that I box breathe through regularly (a little-known side-effect of untreated ADHD). Through clenched jaws and gritted teeth, I was convinced that everyone else was better than me. They were smarter, more capable. Things just seemed…easier for them. It was as if we all had the same recipe, but my copy was missing a vital ingredient.
Who Could Ever Love Me?
Impulsivity shaped my adult life, especially in relationships. My emotions felt intense and consuming. I often fell hard and fast, craving connection and validation. Without school to provide structure, I threw myself into work, desperate to prove my worth while seeming “normal.”
Looking back, it’s clear how ADHD left me vulnerable to toxic relationships. My rejection sensitivity led me to tolerate mistreatment out of fear of being seen as inherently flawed. Familiar dynamics of emotional chaos mirrored my upbringing and felt strangely comforting, even when they crossed into abuse.
Partners who belittled me or weaponized my disorganization confirmed my deepest insecurities: that I was broken, unlovable, or, as one cruelly put it, “a Kmart Blue Light Special.” I convinced myself that working harder could make me worthy of love. Leaving toxic situations felt like personal failure, reinforcing the belief that I couldn’t manage even the simplest human experience.
A New Direction
My turning point came when a close friend shared her ADHD diagnosis. Her experiences – endless to-do lists, forgotten appointments, impulsive decisions – felt hauntingly familiar. Still, seeking help felt selfish and dramatic. I was supposed to be the responsible one.
By 29, burnout consumed me after years in a high-pressure career. Convinced my searing shame stemmed from laziness or lack of discipline, I finally sought help. The therapist patiently listened as I recounted a lifetime of chaos, perfectionism, and caregiving. Her eyebrows barely raised when I confessed that, after an intense 24-hour research spree, I impulsively dropped $250 on everything needed to own a guinea pig – only to discover, upon holding one for the first time, that I do not like guinea pigs. When she confirmed the diagnosis (suspiciously not long after the guinea pig story), I cried with relief.
Revelation
The diagnosis reframed my entire life. I wasn’t lazy or defective – my brain simply worked differently. Yet, the relief was tempered by grief: for lost opportunities, for years spent drowning under impossible expectations, and for potential I never believed I had.
With support, I began untangling these narratives. I learned that being supportive doesn’t mean sacrificing my well-being. I no longer equate rest with failure, and I push back against imposter syndrome, recognizing it as a voice from my past – not my present – though it still whispers that my ADHD diagnosis is an excuse. Therapy helped me recognize that voice for what it is: a lifetime of feeling inadequate despite managing far more than most people could handle.
Better Today
Today, I’m still learning. Imposter syndrome persists but has quieted. I rely on supportive tools like reminders, medication, and unconventional laundry organization systems. While things still slip through the cracks, I’ve accepted that this doesn’t diminish my worth.
Being diagnosed with ADHD didn’t fix me – but it allowed me to rewrite my story with compassion. I’m no longer defined by perfectionism or shame. Instead, I see myself with the kindness I once reserved only for others. After all, being human isn’t about never falling – it’s about learning to get back up.
About the Author: C Motz is a Calgarian sharing her personal journey of ADHD in support of others like her.
Managing your money can feel overwhelming, especially if you add the challenge of ADHD or a learning disability (LD.) With the right strategies and tools, you can create a budget and build good money habits that work for your brain.
Let’s look at some practical tips and tools to help simplify budgeting and build financial confidence. Building financial confidence can spill over to build confidence in other areas of your life, too.
Why is Budgeting Challenging?
For LD and ADHD brains, managing money can be a challenge. It often involves extra hurdles. The challenges of LDs or ADHD can affect how you process information, plan, and make decisions. All of these are essential for budgeting.
Challenges
Executive function challenges like planning, organizing, prioritizing, and staying focused can leave you overwhelmed by details. This can make tasks like balancing a chequebook, reviewing bank transactions or tracking expenses seem even more overwhelming.
Impulsivity and Emotional Spending
People with LD and ADHD often find themselves making impulsive decisions or engaging in emotional spending. That must-have purchase can lose its shine very quickly leading to guilt and regret. Emotional spending might also be a coping mechanism for stress, boredom, or because you are frustrated with money-related tasks.
The Overwhelm Factor
Traditional budgeting methods can often rely on detailed calculations and precise tracking. You might find it difficult to keep track of purchases or understanding interest rates. For those who are overwhelmed easily, these complex tasks can quickly lead to avoidance. The result? Missed payments, overdrafts, or too much month at the end of the money.
There is Good News
Despite these challenges, there are ways to create a budgeting system that works for you and your brain.
- Keep tasks simple.
- Use visual tools.
- Build in supports.
If you follow these steps, you can take control of your finances one step at a time.
Foundations of ADHD & LD-Friendly Budgeting
Creating a budget that works for different brains starts with keeping things simple and focusing on small, realistic actions. These simple tips can help to reduce the overwhelm and look at your needs.
Start Small
Begin with small steps to build your confidence:
- Start with one task. Track a single category, like groceries, instead of your entire budget.
- Plan to do a quick, weekly check-in on that one area instead of trying a full monthly review.
- Try using round numbers. Keep it simple. You can round up or down depending on the amount.
- Track you spending on a piece of paper. Tape it to your fridge to keep it visible.
What Tools Do You Need?
Choose tools to keep budgeting easy for you:
- If you are ready to try an app, look at apps like YNAB, Goodbudget and Mint. They can help with the math and give clear visuals.
- You can use spreadsheet templates with pre-set formulas that do the math for you.
- If you prefer a paper-based system, use large-font and color-coded templates to make them easier to work with.
Make It Visual
Both LD & ADHD brains might find that visual systems help keep information simple:
- Use color-coding for different expenses. For example, green for essentials, and red for extras.
- If you are comfortable with Excel, you can turn numbers into visuals using pie charts or bar graphs that show your spending instantly.
- You can try keeping your budget visible by keeping it on a bulletin board or on the fridge. You can also try using sticky notes as reminders.
Start small, use simple tools, and lean into visuals. You can create a budgeting system that feels possible and easy for you to do.
Managing Your Money
Managing money is not about perfection. It is about creating systems that work with your unique way of thinking. Here are some strategies that are simple and flexible. They are designed to make budgeting less overwhelming and more doable.
The “Rule of Three” Method
Instead of tracking every single expense, focus on three main areas:
- The Essentials: These are things like rent/mortgage, utilities, groceries, and other must-haves.
- Your Savings: This is about building your emergency funds or saving for a vacation or a big purchase or special gifts.
- Fun Money: Use this for things you enjoy, like a coffee or something you might want.
This method helps you concentrate on the important things without feeling bogged down by details.
Automate When Ever You Can
This will reduce the chance of forgetting:
- Set up automatic bill payments. Start with the bills that are the same amount each month. Think of how great it will be to never miss a due date.
- Set up a direct transfer into your savings account as soon as you are paid.
- You can use apps that track your spending and send alerts when you are near your limit.
Create a Spending Plan for “Fun Money”
Impulse spending happens, and that is okay! Give yourself permission to spend on fun things but set a limit ahead of time.
- Withdraw cash for fun money each week. Once it’s gone, it’s gone. Did you know that the experience of physically handling cash makes us more mindful? It can help you develop a stronger sense of what you are spending compared to debit or credit card.
- Try using a prepaid debit card for fun expenses. This can keep you in your budget without relying on willpower.
Set Financial Reminders
Time blindness can make it tricky to stay on top of deadlines. Use reminders!
- Use a reminders app on your phone or a calendar app to set recurring reminders for bill payments, budget check-ins, or adding to your savings.
- Choose a specific day each week for a quick “money moment” to review your accounts and spending.
A Quick Look at Emotional Spending
Emotional spending can sneak up on anyone. For LD & ADHD brains, it is often tied to moments of stress, boredom, or struggles with number-related tasks. Understanding your patterns can help you stay on track.
What are Your Emotional Spending Triggers?
Be aware and notice when and why you are spending. Are you:
- Feeling stressed or overwhelmed about managing your budget?
- Looking for a reward after a tough day?
- Avoiding an unpleasant task or emotion?
When you can name your triggers, you can learn to pause and decide whether that purchase supports your goals.
Simplify the Numbers
If tracking your spending feels like too much, try these ideas:
- Use budgeting tools with visual aids or automated features to avoid the calculations.
- Focus on one number and area at a time, like weekly spending. Don’t try to manage several areas.
- Stick to round numbers, like $100 for groceries, to make the mental math easier.
Pause Before You Purchase
When the urge to spend strikes, try these simple pause techniques:
- Wait 24 hours before making non-essential purchases.
- Ask yourself, “Do I really need this right now?”
- If you find it challenging to remember, set up a digital reminder to revisit the purchase later.
Replace Emotional Spending with Other Options
Find other ways to meet the emotions behind your spending:
- Stressed? Take a short walk, practice deep breathing, or listen to calming music.
- Bored? Dive into a hobby or engage in hands-on activities like cooking or crafting.
- Feeling down? Treat yourself in a non-financial way, like journaling, watching a favourite show, or connecting with someone you trust.
Building Accountability
Having someone to share your financial goals with can make a big difference. You can:
- Work with a coach, financial counselor, or someone experienced in working with LD & ADHD brains.
- Share your goals with a trusted friend or family member who can check in with you.
- Use a budgeting tool that works with your brain.
By combining strategies for emotional regulation and practical tools that make budgeting easier, you can create spending habits that are encouraging and doable. These strategies won’t solve everything overnight, but they can make budgeting feel less overwhelming and more achievable. Start with just one idea and build from there—you’ll be surprised how much progress you can make!
Resources
NerdWallet : Comparisons and reviews of budgeting apps.
Mad About Money App – For Android and iOS. An app built to help neurodiverse brains talk about money.
Attitude Magazine – this website focuses on ADHD brains, and it has many resources on finances.
Understanding the financial challenges faced by neurodivergent people – article by FT Advisor
About the Author: Laura Godfrey has worked with families and individuals as an ADHD coach for over 8 years and is an ICF and PAAC-credentialed ADHD Life Coach, an AudHD Coach (Autism), and an ADHD Parent Coach. She holds a Self-Reg® Foundations Certificate through the Mehrit Centre. Her ADHD Coach training is through the ADD Coach Academy, and she also facilitates ADHD support groups at CanLearn.
October is Learning Disabilities and ADHD Awareness Month! Boost your understanding and personal support toolkit at our one-day conference on October 26, 2024.
Find Your Path: Strategies for Success is all about practical take-aways for those with Learning Disabilities or ADHD on executive functioning, mental health, ADHD medication, math strategies, advocacy, relationships and more!
If you are a parent, educate children or are an adult looking to strengthen your skill set, this conference is for you.
Choose which ticket platform you would like to buy tickets on:
Conference Details
- Saturday, October 26, 2024, 8 am – 5 pm
- Tickets available for purchase until Oct. 21 – TICKET SALES EXTENDED To OCT. 24!
- Sessions are 75 minutes with 15 minute breaks
- Resource Fair from 8 am – 5 pm
- Nutritious Lunch Included (individually boxed and labeled; V, Veg, GF, Halal available)
- Venue: The Genesis Centre, 7555 Falconridge Blvd NE, Calgary
- Free Parking
- In-person event; sessions are not recorded so see you there!
- Conference Schedule and Conference Topics & Presenters
Tickets are only CDN$30 and include Showpass or EventBrite fees. They are available for purchase until Oct. 21. TICKET SALES EXTENDED To OCT. 24!
Note: This conference has been heavily subsidized to be as financially accessible as possible. However, if you would have been able to pay more, please consider adding a donation when purchasing your ticket. Thank you!
Ticket prices, except for Showpass fees or EventBrite fees, are refundable only up to and including October 15, 2024. No refunds will be issued after this date. Contact findhelp@ldadhdnetwork.ca for refunds.
Best Way to Register
- Explore the session topics below.
- Choose one from each time slot.
- Click on Register Today on Showpass or Register Today on EventBrite which will take you to buy your ticket and where you will be prompted to register for the sessions before check out.
Conference Topics
9:00 am – 10:15 am, presentations 1A or 1B.
1A: Strategies to Work With Your Brain
Angie Jones, Tracie Czerkawski & Dani Taylor
This session is designed specifically for adults to provide strategies and tools to enhance executive functioning skills. Understanding and improving these skills can lead to better management of daily tasks, increased productivity, and improved quality of life. The session will focus on practical techniques tailored to address common challenges faced by adults experiencing challenges with executive functioning.
Angie Jones holds a Master of Education in Community Rehabilitation and Disability Studies and has been working with people with disabilities, across the lifespan, for over 25 years. She has been involved in post-secondary education for approximately 7 years as an instructor and Accessibility Advisor and is currently the Student Support Coordinator in the Lamb Learner Success Centre at SAIT and oversees Accessibility Services and Testing Services. Angie’s personal experience with neurodiversity has driven her passion to support students at SAIT and she is currently a co-chair for the SAIT Neurodiversity Alliance.
Tracie Czerkawski is an Academic Strategist at Mount Royal University. She has a BA in Women and Gender Studies, focusing on critical disability studies, from the University of Manitoba, and has completed coursework towards an MA in Educational Research from the University of Calgary. Tracie is diagnosed with ADHD and brings her lived experience to her work supporting students.
Dani Taylor holds a degree in Psychology and a degree in Education. She was a teacher with the Calgary Board of Education for 7 years before pursuing her dream of working with students with disabilities. She has been an accessibility advisor at SAIT for the past year and co-chairs the Neurodiversity Alliance. Dani is moving into a new role this fall as SAIT’s first Neurodiversity Specialist.
1B: What are EF Skills and How Can We Support Them in children?
Lauren Thompson
Executive functioning skills are life skills that help people manage time, organize themselves and their belongings and navigate social interactions. Often, these skills are impacted in students with learning disabilities and ADHD. These students can be labeled as “bad” because of their inability to self-regulate and plan and organize. This session will present information on what EF skills are and how they look in real life, as well as practical skills and strategies to help teachers and parents support the children in their lives to have success in school and at home.
Lauren Thompson is a Calgary-born educator at Rundle Academy, a school specializing in students with learning disabilities from Grade 4-12. She has been an educator for 12 years, and recently obtained her Masters in Educational Neuroscience and Learning Disabilities from the University of Calgary. She currently teaches Grade 6, and is the Head of Literacy at her school. She is passionate about supporting the needs of diverse students and dedicated to empowering them in helping them reach their full potential.
10:30 am – 11:45 am, presentations 2A or 2B.
2A: Navigating Relationships as an Adult with ADHD/Learning Disorders
Dr. Heather Baker, R.Psych., Director of Clinical Services at CanLearn Society
Each day we are faced with navigating the nuances of different relationships. Our experiences as children can impact the way that we interact with others in our lives as adults. Adults with ADHD and/or Learning Disorders may experience unique strengths and challenges when it comes to building and maintaining relationships. This presentation explores these unique aspects of relationship navigation with a specific focus on self-advocacy, emotion regulation, and diagnosis disclosure. Presented strategies aim to help adults with ADHD and/or Learning Disorders feel more confident in their role as a partner, friend, and co-worker.
Dr. Heather Baker is a Registered Psychologist and Adjunct Clinical Associate Professor through Werklund School of Education at the University of Calgary. She holds a doctorate in School Psychology and a master’s in Clinical Psychology (both through the University of British Columbia). Dr. Baker specializes in assessment and program planning for individuals with anxiety, learning, attention, and behavioural challenges across the lifespan. She enjoys providing supervision to practicum and internship students and participating in research partnerships in the community.
2B: Parent Advocacy as Part of the School Learning Team
Terra Xavier, BA, BEd, MEd
Navigating the IPP process in being an active member of the school learning team can be a daunting undertaking for parents. This session will prepare parents for collaborating with the school to ensure that their child’s needs according to their ADHD and/or Learning Disability diagnosis are being fully addressed and supported. This will include IPP essentials, resources, and look-fors that would assist in promoting productive and reciprocal relationship between home and school with the child at the centre for both.
Terra Xavier has been teaching with the Calgary Board of Education for nearly two decades (K-9) and has taught in various educational environments including community schools, specialized classes, and unique settings. She has taken on various leadership roles to support student reading development as classroom teacher, learning leader, and system Inclusive Education Specialist. Terra has a wealth of experience, knowledge, and passion around research-based literacy instruction and finds joy in supporting teachers and school leaders with transforming their practice.
12:30 pm- 1:45 pm, presentations 3A or 3B.
3A: Designing to the Edges of Your Math Classroom
Sheryl Walters & Liz Thompson
Instructional design is a powerful tool for crafting lessons that are both accessible and captivating in mathematics classrooms. By applying intentional, universal design principles, educators can integrate high-impact strategies and activities that offer a broad range of entry points and opportunities for advanced exploration. In this session, we’ll explore the significance of purposeful instructional design in mathematics and the impact that accessible tasks can have on student engagement and comprehension. Participants will gain valuable insights into designing for diverse learning needs and will leave equipped with practical resources and strategies to immediately enhance their lessons.
Sheryl Walters is an Assistant Principal at Calgary Academy and a Doctoral Student at the University of Calgary. With 13 years of experience in education, she has excelled as an instructional designer and administrator within special education. Sheryl’s expertise lies in mathematics instruction and inclusive design, and she is dedicated to coaching educators and engaging learners through innovative numeracy strategies and effective discourse.
Liz Thompson is an Assistant Principal and former Foundational Numeracy Lead at Calgary Academy, where she has spent the past twelve years working with exceptional learners. Her expertise is in building teacher capacity to integrate foundational numeracy skills and address the diverse needs of math learners. Liz is also pursuing a Master of Education in Sustainability, Creativity, and Innovation from Cape Breton University, further enriching her approach to educational practice and innovation.
3B: Beyond the Diagnosis: Understanding the Benefits and Challenges of ADHD Medications
Dr. Sterling Sparshu
In this session, Dr. Sparshu will discuss ADHD medications including the options available and how they fit into a broader treatment plan. How to choose and trial medications will also be discussed, along with some strategies for handling side effects and keeping your progress going, plus tips on how to advocate to get the best care possible.
Dr. Sterling Sparshu is a psychiatrist practicing in Calgary, Alberta. He has worked with children, adolescents and young adults in multiple settings including mental health clinics, residential care, and hospital-based programs. He is a Clinical Assistant Professor with the Cumming School of Medicine and enjoys teaching at all levels of medical education. He is passionate about collaboration, education and early intervention, including empowering those impacted by mental health conditions to become partners in their care.
2:00 pm- 3:15 pm, presentations 4A or 4B.
4A: Strategies for Supporting Mental Health in Neurodiverse Students
Dr. Gabrielle Wilcox
In this talk I define mental health including what we know about how students are doing broadly and how students with learning disabilities and ADHD are doing in the area of mental health. I will spend a great deal of time focusing on what we can do to support mental health especially positively and preventatively. Finally, I will cover extra supports for students with learning disabilities and ADHD might need to support their mental health.
In January 2013, Dr. Wilcox moved to Alberta from Pennsylvania, where she spent most of her life. She is married with two teenaged sons. She earned a BSE in English Education and an MS in School Psychology at Millersville University. She practiced as a school psychologist for eight years, primarily serving students with intellectual disabilities or severe emotional/ behavioral problems, before completing her PsyD in School Psychology at Philadelphia College of Osteopathic Medicine (PCOM) in 2009. She completed post-doctoral training in clinical neuropsychology and practiced as a licensed psychologist in Pennsylvania, primarily working in pediatric neuropsychology, until joining the Werklund School of Education at the University of Calgary. Dr. Wilcox is a Registered Psychologist in Alberta and a Nationally Certified School Psychologist.
4B: ADHD in Girls & Women: Strategies for Success
Navdeep Vining & Uma Pepin-Robbins
This presentation highlights how ADHD often shows up differently in girls and women, leading to delayed diagnoses. We will explore how girls and women tend to mask their symptoms to fit in, which can make their struggles less noticeable. We will address how ADHD in girls is linked to unique mental health challenges such as higher rates of self-harm, eating disorders, and risky behaviours. Hormonal changes, including the menstrual cycle, can also impact symptoms and medication effectiveness. We will also discuss ways to better support girls and women with ADHD, from early identification to addressing their specific needs.
Navdeep Vining is a Registered Provisional Psychologist who completed her Bachelor’s in Psychology from the University of Calgary and Masters of Counselling Psychology from Yorkville University. She has been a part of the Counselling Psychology team at Foothills Academy under the supervision of Dr. Karen MacMillan. Navdeep has worked with children and their families from ages 3-18 for the past 7 years with various disabilities inearly intervention, respite, residential programs and summer programs. She has extensive experience with a diverse age range and diverse mental health concerns and challenges. Navdeep was born and raised in Calgary, especially in northeast Calgary, and feels passionate about giving back to her own community. She looks forward to being involved in creating accessible mental health and disabilities education and services within the growing South East Asian community in Calgary in the future.
Uma Pepin-Robbins, is a Registered Provisional Psychologist and works with youth with Learning Disabilities and ADHD at Foothills Academy and has a passion for helping youth navigate the complexities of their emotional and mental well-being. Uma also co-facilitated a process group for young girls and adolescents with ADHD to help understanding of their diagnosis(es), while also helping them to gain greater awareness of their individual strengths.
About The Learning Disability
& ADHD Network
The Learning Disabilities and ADHD Network is a collaborative of a broad group of organizations and individuals in Calgary, which is operated through Foothills Academy Society.
Members of this long-standing Network regularly present at conferences, provide workshops and courses, undertake research projects in the field, collaborate with each other on various initiatives, and jointly create content for the website. Most importantly,
we are people whose lives have been touched by Learning Disabilities & ADHD, and whose life’s work it has been to support individuals with learning and attention challenges.
Disclaimer: The Learning Disabilities & ADHD Network does not support, endorse or recommend any specific method, treatment, product, remedial centre, program, or service provider for people with Learning Disabilities or ADHD. It does, however, endeavour to provide impartial and, to the best of our knowledge, factual information for persons with Learning Disabilities and/or ADHD.
