When the Virginia Federation of the Council for Exceptional Children holds its annual conference in the fall of 2014, it will feature widely known speaker Rick Lavoie. The conference, which will be held in Virginia Beach at the Virginia Beach Resort Hotel, is slated for 17 and 18 October 2014. Learn more by visiting the Virginia Federation’s Web page.
Archive for the 'Professional development' Category
The annual conference of the Research Institute for Learning and Development (ResearchILD) will be held 14 and 15 March 2014. The theme of the conference for this year is “Myths and Realities in Education: Executive Function, Attention, and Learning Differences.”
Ably led for many years by Lynn Meltzer and held at the Harvard Graduate School of Education, the conference features an extensive series of sessions. Go to the ResearchILD Website to learn more or simply download a PDF copy of the brochure.
Over on EBD Blog, I have a post about a pending October-2013 talk by child psychologist Ross Greene, author of The Explosive Child and Lost at School. The talk is scheduled for 10 October 2013 at Piedmont Virginia Community College in Charlottesville (VA, US) and is free and open to the public. Read the post for details.
In the spring of 2012, Louisa Moats published an article in New Times for DLD, the newsletter of the Division for Learning Disabilities (DLD) of the Council for Exceptional Children, that presented concerns about the consequences of US states’ adoption of the Common Core State Standards (CCSS) on the teaching and learning of students with Learning Disabilities. Moats, who is well-known for her work on early literacy and professional development, noted that the CCSS consists of goals that must be turned into curricula and lesson plans by others, and it is those instructional procedures that will be critical for students with or at risk of developing Learning Disabilities. Given how common students with Learning Disabilities, language problems, and other learning risks are, Moats said that instructional practices cannot leave mastery of fundamental skills up to incidental learning or embedded instruction.
With the recent promotion of the CCSS’ emphasis on informational text, complex text, reading aloud, and inquiry-based learning, the kind of instruction most necessary and beneficial for students with LD is getting very little emphasis in workshops, publications, and policy discussions. The teacher-directed, systematic, sequential, explicit approaches that work best for students with LD and learning challenges (Archer & Hughes, 2011) are receiving much less attention than they deserve, and the result will be lower student achievement, not higher.
Moats made additional points, including a strong appeal for advocating to prepare educators to teach literacy skills effectively. Interested readers can obtain a copy of the full copy of “Reconciling the CCSS with Realities of Learning Disabilities” from the DLD Web site, TeachingLD.org.
[Disclosure: I’m associated with DLD as a member, a former officer, and its executive director.]
The British Dyslexia Association holds its eighth international conference in June of 2011. There is an outstanding list of presentations by authorities, including talks by Margaret Snowling, Bruce Pennington, David Saldaña, Joel Talcott, and many others. Download a copy of the announcement directly or jump over to the http://bdainternationalconference.org/ Web site where you can explore the list of speaker, learn about bookings, register, and so forth.
For the fourth time, the Roper Public Affairs &’ Corporate Communications group has reported a survey of US opinion about Learning Disabilities to the Tremaine Foundation. Although the report is entitled “Measuring Progress in Public & Parental Understanding of Learning Disabilities,” it also includes data about the views of the general public, teachers, and school administrators. It’s worth reading the entire document, but here are a few notes to whet the appetite.
Continue reading ‘LD opinion survey: good news, bad news’
For the academics among LD Blog’s readers, over on Spedpro positions are blooming as if the season was spring rather than fall. In the last few months there have been over a dozen announcements of searches for professors posted there, with many of them related to Learning Disabilities.
Check out the fine slate of workshop sessions available to registered guests at the annual “Bridging the Gap Between Research and Practice” meeting of the Division for Learning Disabilities, which is to be held in Baltimore (MD, US) 29 and 30 October. Of course, I am biased, but I consider this one of the outstanding professional development opportunities of the year in learning disabilities, including the more specific disabilities such as dyslexia, dyscalculia, dysgraphia, and so forth (as well as related disorders such as attention-deficit hyperactivity disorder).
Continue reading ‘DLD fall conference is just around the corner’
I’m asking readers (both of you—teehee, there really are about 3 or 4 of you, but please invite your friends and colleagues) to tell me what you consider the three (or two or four) most important research questions about Learning Disabilities interventions. These need to be BIG IDEA questions. What do teachers and parents need to know about how to help students with LD?
Examples (in no order; I’m just hoping to provoke discussion):
Continue reading ‘What do we need to know’