In a post on her blog that was also carried by the Huffington Post, Karem Ensley discussed “3 Things You Should Know About Learning Disabilities.” I don’t want to steal her content (better that one read it in its original form), but suffice it to say that she focused on foundational points (e.g., having LD does not mean one is dumb) and avoided falling into popular traps (e.g., she addressed “learning differently” without going for learning styles).
In a recent installment of “Stephanie’s Heroes,” Stephanie Satchell, a local TV reporter, tells the story of Lauren Baetsen, Emily Nemec, and Amanda Halacy who are undergraduates at the University of Virginia and who will spend their summer working with children who have moderate to severe intellectual disabilities and other disabilities in Lusaka, Zambia. The effort by these young women makes for a marvelous story, and I’m very glad Ms. Stachell covered it. It’s too bad she does not know “learning disabilities” from this host of other problems, though.
Continue reading ‘LD misrepresented again’
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.
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.
U.S. Representative Bill Cassidy of Louisiana, with the support of Representative Julia Brownley of California, introduced a resolution to the U.S. House of Representatives 10 January 2014 calling on “State and local educational agencies to recognize that dyslexia has significant educational implications that must be addressed.” The resolution, which was foreshadowed by a kick-off event by the Congressional Dyslexia Caucus in November of 2013, is drawing support around the Internet, as it should, from diverse sources:
- Sally and Bennett Shaywitz, noted advocates and researchers on dyslexia, posted a notice on their site, Yale Center for Dyslexia & Creativity, and published a guest editorial in the influential political news source, The Hill calling for support of the resolution.
- Pete and Pam Wright of Wrightslaw, the widely esteemed site for legal information about students with disabilities, lent their support to the effort, recommending constituents contact their representatives.
- Over on Barto’s World (long-time connection with LD Blog), Amy Barto posted an entry pointing to the Yale Center’s and Wrightslaw’s pages.
- Over on High Expectations Advocacy, Sandra Fitzpatrick posted a blog entry pointing to the Yale Center post and recommending that people contact their own representatives to encourage those legislators to support the resolution.
- Joan Brennan, at Help for Struggling Readers provided a message of support including some useful links (along with some links to her own product).
Dyslexia is the most common reason that students are identified as having learning disabilities in the US. It is, indeed, a problem that deserves very careful consideration and systematic, evidence-based treatment. Even though some may glamorize it and others may ignore it, I agree that the most appropriate course of action is to recognize it and empower schools (and others) to address it effectively and humanely.
Readers interested in obtaining a PDF copy of the full resolution can download one.
Elizabeth Geiger, who is a masters student in the Counseling Psychology program at Teachers College, Columbia University (NY, US), is soliciting participation in a survey by students in higher education who have LD. If you qualify or you know someone who does, consider enrolling in the study.
Here’s what she has to say:
I am looking for individuals who would like to participate in my research study exploring the life experiences of students diagnosed with a learning disability/disabilities. This survey should only take about 20 minutes of your time.
If you are willing and eligible to participate, please click on the link provided below. Thank you in advance for your time and input. Also, I would really appreciate it if you could pass this message along to anyone else that you think may be eligible and willing to participate.
- Must be at least 18 years old.
- Must reside in the U.S.
- Must be diagnosed with a learning disability/disabilities.
- Must be currently enrolled in college or graduate school.
If you meet the above eligibility criteria and are interested in participating, please click on the link below to take you to the survey:
This study has been approved by the Teachers College, Columbia University Institutional Review Board: (Protocal #14-020).
According to Samantha White, a reporter for the Burns (OR, US) Times-Herald, a local advocate for individuals with disabilities had a dream of promoting longer periods of schooling for students with disabilities. “That dream was to provide more opportunities for her son, Nicholas, and other people in Harney County who have developmental disabilities, such as autism, Down syndrome, and other learning disabilities.”
Ooops! Is this a case of using LD as a generic? Did Ms. White mean to write “developmental disabilities, autism, Down syndrome, learning disabilities, and other problems?” What do you think?
Later in her article, entitled “A ‘Desert Dream’ come true,” Ms. White revealed that she had searched a popular Website (Autism Speaks) for data about about autism. She apparently passed on the chance to search any of several reasonably authoritative sources about LD such as LD Online, TeachingLD, CLD International, the LD Association of America, NJCLD, and the non-governmental National Center on LD. Sigh.
Given the continuing interest in response to instruction (or intervention), it’s important to remember that parents can still request that their child be evaluated for special education. Thanks to organizations such as the Learning Disabilities Association of America (LDA), parents can be well-informed about how and why to pursue this avenue when they have a child who needs help. Just because a school is using an RTI process, that’s not sufficient reason to delay an eligibility evaluation. The RTI data may be a part of the evidence in determining eligibility, but shouldn’t be the sole criterion.
I’m no lawyer so this is not legal advice, but as I understand it, schools cannot use RTI to stand in the way of a parent’s request. LDA published a helpful position paper on this matter in 2013, and it is available for free.
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.
Although at least four genes have been identified as possible markers for dyslexia, scientists have encountered considerable difficulty in coming to consensus about identifying a culprit as a contributing cause for the perplexing reading disorder. As noted previously here on LD Blog, DCDC2 (1 November 2005) and DYX1C1 (1 August 2008; 19 November 2009), among others, have been cited as possible loci for disruptions. But problems emerge when seeking to connect studies that point toward these candidate genes and studies showing the individuals with the problems. The associations between genes and problems appear in some language populations, but perhaps not in others, making one wonder about the clarity of the relationships.
Seeking a means of examining the relationships at a more abstract level, a group of European researchers collected data from a sample of individuals with dyslexia that represented people from eight different countries (Austria, France, Germany, The Netherlands, Switzerland, Finland, Hungary, and the United Kingdom). Using this diverse language sample, they reasoned, would allow them to search the the connections between genes and dyslexia at a more abstract level than when testing with a sample of people speaking just one or two languages.
Continue reading ‘Testing genetic causes of dyslexia’