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Assessment delay is harm

If they say: We’re waiting for the full psychoeducational assessment before we can proceed.

Say: Formal identification is important, but the duty to accommodate begins with observed needs. Waiting too long creates compounding harm, especially when children are already in distress.

Legal grounding: Under the Human Rights Code, accommodation must be timely and based on functional need, not just diagnostic status. Delay constitutes discrimination.

Families are often told to wait. Wait for paperwork, wait for testing, wait for designations. But while the system delays, children are already experiencing harm—being misunderstood, left behind, or punished for unmet needs. The Human Rights Code doesn’t say “wait and see.” It says act when harm is visible and support is needed. Delay is not neutral. Delay is impact.

Key takeaways

Support must be based on need, not paperwork
A child’s observable struggles are enough to begin accommodations. Schools cannot lawfully ignore harm just because a formal assessment is still pending.
Delays cause real, compounding harm
When children go without the help they need, they lose access to learning and connection. Waiting exacerbates distress—and under the Code, that harm matters.
The duty to accommodate is already active
As soon as a school is aware of possible disability-related barriers, the duty to inquire and accommodate is in effect. Assessment delays do not pause that responsibility.