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.
Tag Archive for 'Organizations'
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.
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.
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.]
Mildred Hope Fisher Wood, long-time teacher and advocate for Learning Disabilities, was inducted into the Iowa Commission on the Status of Women Hall of Fame 27 August 2011. Ms. Wood, who began teaching in 1939, later became a speech therapist, and eventually migrated to higher education, was 91 years old at the time of recognition. According to published reports, she has served on boards for both the Iowa chapter and the national Learning Disabilities Association.
Dr. Mildred Hope Fisher Wood is a pioneer who brought special education for learning disabilities to the forefront in Iowa, empowering thousands of students each year to lead productive, respected lives. Born in Alta in 1920, Wood earned four degrees from the University of Northern Iowa, did postgraduate work at Syracuse University and the University of Oregon, and earned a doctorate at Indiana University – all to study learning disabilities in children and to develop practices to transform them into learners. She created and taught the first courses on learning disabilities to future teachers at the University of Northern Iowa and conducted hundreds of workshops for teachers, principals, parents, psychologists, and juvenile court officers. Not only is she an advocate for children, she is a mentor for parents and has bettered the lives of innumerable families – often through volunteer work in communities, the church, and throughout the state. Wood is a recognized leader and is a charter member of the National Association for Children with Learning Disabilities and the Iowa Association. She has also been the president of the Iowa Learning Disabilities Association. Wood is a published author, a co-author of a diagnostic test for pre-school children, and the recipient of many awards. Wood was inducted into the Iowa Women’s Hall of Fame in 2011.
News coverage of the Ms. Wood’s induction is available: “Iowa Women’s Hall of Fame inductees announced” by Danielle Plogmann; “Innovative educator, Fischer Wood, inducted into Iowa Women’s Hall of Fame” by John Molseed; “Four Iowa women cited for honors.”
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.
RFB&D, which was originally known to many of us as “Recording for the Blind” before it became “Recording for the Blind and Dyslexic” and then (more simply) “RFB&D,” has renamed itself “Learning Ally” and affixed a ™ to that. Keep up with the latest from LearningAlly™.
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’
Paul Rendine, who chairs the Disability Advocates of Delmarva Inc (DADI), is contributing a series of articles about disabilities to a local publication for the peninsula holding parts of Maryland and Virginia and all of Delaware. The first of the series addresses Learning Disabilities. Although the content is brief and the coverage of Learning Disabilities is not in depth, it is generally accurate and merits note because of the effort.
Although registration continues for the Division for Learning Disabilities conference, “Bridging the Gap Between Research and Practice,” some of the sessions are reaching their limits and will be closed. As a part of its emphasis on creating workshop settings where participants learn how to implement evidence-based practices, DLD caps the number of participants in sessions.
Linda Siegel has put together a very impressive line-up of presenters and topics. As one can see here, the agenda for the meeting in San Diego 23 & 24 October 2009 is chocked full of good sessions by internationally renowned presenters.
|David F. Bateman||How to Prepare for and Survive a Due Process Hearing|
|Jenny Sue Flannagan & Lucinda S. Spaulding||Best Practices for Inclusive Science Instruction|
|Steve Graham & Sharlene Kiuhara||Writing Problems and Writing Solutions|
|Paige C. Pullen||Phonological Awareness Assessment and Instruction: A Sound Beginning|
|Karen R. Harris, Karin Sandmel, & Mary Brindle,||“The Magna Carta Provided That No Free Man Should be Hanged Twice for the Same Offense”: Self-Regulated Strategy Development for Writing|
|Charles A. Hughes||Two Recent SIM Writing Strategies: The Essay Test-Taking Strategy and the Editing Strategy|
|Erica Lembke & Todd Busch||Using Curriculum-Based Measurement for Data-Based Decision Making within a Response to Intervention System|
|Maureen W. Lovett||Multiple Component Intervention to Improve the Outcomes of Struggling Readers: Remediating Reading Skill Deficits and Misguided Beliefs About Effort and Achievement at the Same Time
|Marjorie Montague||Improving Mathematical Problem Solving of Middle School Students with LD|
|Brian Bottge||Teaching Mathematics to Adolescents with LD in Rich Problem-Solving Contexts|
|Rosemary Tannock||Understanding and Engaging Children’s Wandering Minds|
|Karen J. Rooney||Adolescent Literacy: Putting Research into Practice to Develop the Literacy Skills of Older Students|
|Deborah C. Simmons||Integrating Vocabulary Strategies into Social Studies Instruction|
|David Scanlon||The ORDER Routine: For Comprehending Content-Area Concepts|
|José Luis Alvarado & Anne Graves||RTI for Culturally and Linguistically Diverse Learners: Supporting Teachers to Implement Tier I and Tier II Literacy Instruction for Older Struggling
|Susan P. Miller||Building a Strong Numbers and Operations Foundation to Enhance Mathematics Success
|Nicole Ofiesh||“Got Accommodations?” Implications for Planning Instruction and Transition from Secondary to Postsecondary Settings|
|Rollanda E. O’Connor||Successful Tier 2 Interventions in Reading: Grades K-4|
|Kimberly Bright & Paul Riccomini||I THINK: A Real-Life Problem-solving Strategy for secondary students with Learning Disabilities|
Link to the conference page at TeachingLD.org to register.