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Transcription

LDA in Anaheim
51st Annual International Conference
February 19-22, 2014
1
Table of Contents
President’s Message .................................................................................................................................... 3
Program Chairs’ Message ............................................................................................................................ 4
Professional Credits ..................................................................................................................................... 5
Special Event A ............................................................................................................................................ 6
Awards Banquet ........................................................................................................................................... 7
Wednesday Sessions ............................................................................................................................... 9-23
Keynote Speakers (Wednesday, Thursday, Friday) ........................................................................... 9, 31, 45
Poster Sessions ........................................................................................................................... 13-14, 35-36
Adult Luncheon ........................................................................................................................................... 30
Thursday Sessions ................................................................................................................................ 31-43
LDA State Affiliates ...................................................................................................................................... 44
Friday Sessions ...................................................................................................................................... 45-57
Table Talk for Teachers .................................................................................................................... 48, 54-55
List of Exhibitors ..................................................................................................................................... 58-59
Saturday Sessions .................................................................................................................................. 60-65
List of Speakers with Session Numbers ................................................................................................... 66-67
LDA Membership Application....................................................................................................................... 68
Destination and Travel Information ............................................................................................................... 69
Registration Information and Form ......................................................................................................... 70-71
LDA POLICY
While LDA is pleased to present a forum for presentations and exhibits to benefit those concerned with learning
disabilities, it is LDA’s policy not to recommend or endorse any one specific diagnostic or therapeutic regime, whether
it is educational, psychological, or medical.
2
A Message from the LDA President
A Message from the LDA President
We hope you will join us for LDA's Annual International Conference in Anaheim,
California.
We hope you will join us for LDA's Annual International Conference in Anaheim,
California.
Last year, at our Conference in San Antonio, Texas, LDA celebrated its 50th
anniversary.
WeConference
have moved
this year
to expand
our efforts
many fronts,
Last
year, at our
in forward
San Antonio,
Texas,
LDA celebrated
itson
50th
thanks
to
the
efforts
of
our
many
members
who
dedicate
their
time
and
talents.
anniversary. We have moved forward this year to expand our efforts on many fronts,
thanks to the efforts of our many members who dedicate their time and talents.
We continue to work, through our Public Policy Committee and Washington
Representative,
on legislative
issues,
work Committee
together with
our
affiliates on a range of
We
continue to work,
through our
PublictoPolicy
and
Washington
matters,
to
produce
publications,
videos,
and
webinars
on
current
topics,
to of
Representative, on legislative issues, to work together with our affiliates
on aand,
range
redesigntoLDA's
website
to bettervideos,
meet the
of those
we serve.
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matters,
produce
publications,
andneeds
webinars
on current
topics,
appreciate
funding
provided
by Learning
Foundation
America
for the website redesign and video
redesign
LDA's
website
to better
meet the Disabilities
needs of those
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projects. LDA
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project
that
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parents
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LDA, with
funding from the John Merck Fund, also has continued its important efforts on the Healthy Children Project.
The Conference Committee, under the leadership of Chair Linda Modenbach and Assistant Chair Connie Parr, has
The Conference
Committee,
under the
leadership
of Chair Linda Modenbach and Assistant Chair Connie Parr, has
done
an outstanding
job of planning
this
exciting Conference.
done an outstanding job of planning this exciting Conference.
Under the guidance of Co-chairs Mark Griffin and BJ Wiemer, the Program Committee has developed an
Under
the guidance
of with
Co-chairs
Griffin
and BJ Wiemer, the Program Committee has developed an
outstanding
program
a wideMark
range
of topics.
outstanding program with a wide range of topics.
We thank LDA of California for valuable help in planning the Conference. Special thanks also to our LDA staff,
We
thank
of California
for valuable
help Mary-Clare
in planning the
Conference.
alsoalso
to our
LDA staff,
under
the LDA
leadership
of Executive
Director,
Reynolds,
for allSpecial
of theirthanks
work. We
express
our deep
under
the leadership
of Executive
Director, funding
Mary-Clare
Reynolds,
forJohn
all ofMerck
their work.
also express
ourProject),
deep
appreciation
for conference
and program
provided
by the
FundWe
(Healthy
Children
appreciation
for
conference
and
program
funding
provided
by
the
John
Merck
Fund
(Healthy
Children
Project),
Philip Harris Memorial Fund, and the New Hampshire Charitable Foundation.
Philip Harris Memorial Fund, and the New Hampshire Charitable Foundation.
We look forward to an outstanding Conference in a beautiful setting and to new and increased efforts in support of
We
lookimportant
forward to
an outstanding Conference in a beautiful setting and to new and increased efforts in support of
LDA’s
mission.
LDA’s important mission.
Pat Latham
Pat Latham
LDA President
LDA President
About Anaheim/Orange
Anaheim/OrangeCounty
County
About
Situated between
betweenLos
LosAngeles
Angelesand
andSan
SanDiego,
Diego,inin
the
heart
sunny
Southern
California,
is Anaheim/Orange
Situated
the
heart
of of
sunny
Southern
California,
is Anaheim/Orange
County.
This
unique
region
has
a
vibrant
yet
laid-back
vibe,
a
creative
spirit
and
a
diverse
range
of activities
County. This unique region has a vibrant yet laid-back vibe, a creative spirit and a diverse range
of activities
thatthat
make
it
one
of
the
nation's
most
popular
destinations.
make it one of the nation's most popular destinations.
Home to
to world-famous
world-famoustheme
themeparks,
parks,distinguished
distinguished
shopping
centers,
dynamic
meeting
venues
trendy
beach
Home
shopping
centers,
dynamic
meeting
venues
andand
trendy
beach
towns, Anaheim/Orange
Anaheim/OrangeCounty
Countyisisthe
theperfect
perfectstarting
starting
point
your
Southern
California
adventure.
towns,
point
forfor
your
Southern
California
adventure.
right
Disneyland
property,
All LDA
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Disneyland
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Disney’s
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and
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situated just
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Disneyland
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Adventure
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1150
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Way
Anaheim,
Anaheim,CA
CA92802
92802
(714)
(714) 520-5005
520-5005
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These
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conference
attendees
conference
attendees
33
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A Message from the LDA Program Chairs
It is our sincere pleasure to welcome you to Disneyland® Resort, the “Happy
st
Place,” for the 51 Annual International Learning Disabilities Association
Conference. The family-oriented venue of Disneyland® Resort and the powerful,
state of the art and science conference program created for the conference are
indicative of LDA’s long-standing leadership in impact on the field of learning
disabilities.
We will offer a number of half-day workshops, which will bring together some of
the best researchers, key policy experts and practitioners in our field to present
and discuss the significant challenges and opportunities and best practices being
implemented across the country and internationally. Our keynote speakers, Dr. Catherine Collier, Dr. Marshall
Raskind and Dr. Sheryl Burgstahler were expressly invited to begin each conference day exploring the most
pressing issues facing those with learning disabilities before we move into the day’s offering including individual
and poster sessions, along with the popular Table Talk for Teachers.
The entire Program Committee was impressed by the number, scope and quality of the proposals submitted this
year. We have focused on strengthening each day of the Conference and will feature Saturday sessions with some
of the brightest stars in our field!
Woven into the conference are many attractions beyond the sessions, including our resource-packed Exhibit Hall, a
full Thursday of adult focused offerings, and of course, Disneyland® Resort.
Walt Disney avowed at the 1955 dedication of Disneyland® Resort that “Here age relives fond memories of the
past…and here [we] may savor the challenge and promise of the future… dedicated to the ideals, the dreams, and
the hard facts…with the hope that it will be a source of joy and inspiration to all.” We are confident that you will find
a host of opportunities to increase your knowledge and repertoire and share your own experiences and expertise
with friends and colleagues during this unique gathering of parents and professionals interested in learning
disabilities. Thank you for joining LDA in Anaheim.
Mark Griffin
BJ Wiemer
2014 Program Co-Chairs
LDA President
Patricia H. Latham
Host State President
Arline Krieger
LDA General Chair
Linda Modenbach
LDA Assistant General Chair
Connie Parr
LDA 2014 Program Committee
Program Committee
Bob Broudo
Prides Crossing, MA
Robin Church
Baltimore, MD
Suzanne Fornaro
Hayden, AL
Vicki Goshon
Cedar Falls, IA
Jennifer Harkins
Greenwich, CT
Ron Hume
Naperville, IL
Doris Johnson
Evanston, IL
Jodi Katsafanas
Allison Park, PA
Jean Lokerson
Richmond, VA
John Willson
Balsam, NC
Program Reviewers
Nancy Mather
Tucson, AZ
Loreena Parks
Plymouth, MI
Nancie Payne
Olympia, WA
Patricia Peterson
Flagstaff, AZ
Steven Russell
Monee, IL
Wendy Salisbury
Greenwich, CT
Larry Silver
Rockville, MD
Sandra Britt
Minter City, MS
EunMi Cho
Vacaville, CA
Ernie Florence
Montgomery, IL
Julia Frost
Clarksville, AR
Patricia Lillie
Chapel Hill, NC
Patricia Santisteven
Matthews
West Valley City, UT
Janice Myck-Wayne
4
4
Fullerton, CA
Melinda Parrill
Cornwell, UK
Virginia Posey
Oro Valley, AZ
Arlyn Roffman
Belmont, MA
Liz Smith
Woodinville, WA
Patti White
Huntsville, AR
Ann Whitten
Aiken, SC
PROFESSIONAL CREDITS
Continuing Education Credits
Virginia Commonwealth University, Richmond, VA
For professionals in Education, Psychology, Social Work, Counseling, Vocational Rehabilitation, and other areas,
Continuing Education Units (CEUs) will be available. Although NOT equivalent to university undergraduate or
graduate credits, CEUs are accepted by many local or state agencies and professional associations as evidence of
professional growth activities for recertification or clock hours toward renewal. Since there is a great variability
among agencies and professions about if and how CEUs are accepted, you should determine whether
CEUs are applicable in your individual situation PRIOR to coming to the LDA conference.
The CEUs will be recorded on a certificate mailed to you and a Virginia Commonwealth University transcript, and
can be obtained without charge as often as requested. It is up to the individual, however, to take responsibility for
having a transcript sent to the proper authorities.
One CEU is defined as ten contact hours, so it is possible to earn a total of 2.8 CEUs by attending all LDA
Conference sessions, Wednesday through Saturday. Credit for attendance for full, but not partial days is available.
A one-time processing fee of $25.00 will be charged regardless of the number of CEUs earned at the LDA
Conference. Master Card or Visa credit cards and personal checks may be used.
IMPORTANT: A CEU table in the LDA Conference Registration area will be open from 7:30 AM to 8:30 AM
each morning. To receive CEUs YOU MUST REGISTER BEFORE THE OPENING SESSION on the first day
that you want CEUs. For further information, please stop by the CEU desk before attending any conference
sessions.
___________________________________________________________________________________________
Graduate Credits
University of Sioux Falls, Sioux Falls, SD
Educators who seek graduate credit for licensure renewal, salary advancement, and/or special education graduate
credit will have the opportunity to register for one, two, or three hours of credit by attending this conference and
successfully completing course requirements.
Projects that will be required are practical and appropriate for your continued growth. Educators who plan to
register for graduate credit should determine their individual needs before coming to the conference. An outline of
the requirements can be secured by contacting the instructor. (see below) Options include either graded or
pass/fail.
A syllabus will be provided at the time of registration. A sign will be posted stating the time a registrar will be
available.
The cost of each hour of credit is $130. The payment options are check, credit card or cash.
For further information contact:
Richard Owens, Ed.D.
[email protected]
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WEDNESDAY
Anaheim Special Event A
Wednesday, February 19
7:00 PM to 9:00 PM
Toxic Chemicals, Nutrition and Child Development
Irva Hertz-Picciotto, M.P.H., Ph.D., Environmental Epidemiologist, Professor, UC Davis MIND (Medical
Investigations of Neurodevelopmental Disorders) Institute and Department of Public Health Sciences, University of
California, Davis, CA
Irva Hertz-Picciotto, Ph.D., M.P.H., internationally renowned for her ground-breaking research exploring the
relationships between environmental exposures and neurodevelopmental disorders, will be the featured speaker at
the LDA Conference special session. Dr. Hertz-Picciotto will speak on "Chemicals in Our Environment and Their
Effects on Child Behavioral, Social, and Intellectual Development."
She has published more than 200 peer-reviewed articles on environmental
exposures such as metals, pesticides, air pollutants and endocrine
disruptors, their interactions with nutrition, and their influences on pregnancy,
the newborn and child development.
Dr. Hertz-Picciotto is best known for her broadly based research exploring
the relationships between environmental exposures and autism spectrum
disorder. Her “Program on Environmental Epidemiology of Autism and
Neurodevelopment,” centered at the UC Davis MIND Institute, has generated
more clues regarding specific, modifiable factors contributing to the increase
in the incidence of autism than nearly all such programs worldwide
combined.
She also leads a study that has been examining, from birth onwards,
children living near a chemical manufacturing plant that produced PCBs
(polychlorinated biphenyls) for decades.
Dr. Hertz-Picciotto is section chief of the Division of Environmental and Occupational Health in the Department of
Public Health Sciences at the UC Davis School of Medicine. In August 2013, she was appointed to a prestigious
scientific review committee of the National Institutes of Health. Other appointments to state, national and
international advisory panels include the Food Safety in Europe Working Group, the United States Environmental
Protection Agency, the National Toxicology Program, and the California Air Resources Board. She also chaired the
two National Academy of Sciences and Institute of Medicine panels on Agent Orange and Vietnam Veterans and a
recent one on Breast Cancer and the Environment.
Following Dr. Hertz-Picciotto's presentation on the most recent scientific findings on environmental exposures,
nutrition and brain development, a national policy expert will speak on translating the science into good public
health policy.
Refreshments and discussion following the presentations
Free, but registration is required – see registration form
This forum generously funded by The John Merck Fund
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You Are Cordially Invited
To Attend the
LDA Awards Banquet
Friday evening
February 21st
7:00 PM Grand Ballroom
Gavin Newsom
Lieutenant Governor, California
(invited)
Gavin Newsom has championed innovative public policies since entering office in 1997. As a member of
the San Francisco Board of Supervisors, then as mayor of San Francisco and now as Lieutenant
Governor of California, Newsom has been a political visionary on issues of equality, the environment,
homelessness and healthcare. Policies he has initiated and implemented have been duplicated in cities
across the nation. An avid reader, despite being dyslexic, Newsom has authored "Citizenville" exploring
the intersection of democracy and technology in this ever-connected world.
Join old and new friends for a relaxing evening of memories, thank you’s, laughter and fun.
Join LDA as we look to assuring a brighter future for all persons with learning disabilities and
their families.
Reserve your tickets on the Pre-Registration form TODAY!
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Tickets: $55
Grand Opening of the
Exhibit Hall
Wednesday, February 19th
9:30 AM
Please join us in the Exhibit Hall for a
continental breakfast and
entertainment, while browsing through:
the exhibits
the bookstore
the silent auction
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WEDNESDAY, FEBRUARY 19
8:30 AM – 9:30 AM
“Cultural Diversity and Students with LD: Addressing Difference
and Disability in Cultural & Linguistic Contexts”
Catherine Collier, Ph.D.
Director/CEO
Cross-Cultural Developmental Education Services
Ferndale, WA
Dr. Catherine Collier has over 45 years experience in equity, cross-cultural, bilingual,
and special education beginning with Civil Rights voter registration in 1964. She is
active in social justice activities for culturally and linguistically diverse learners and
families and started the first bilingual special education programs for the Navajo Nation
and the White Mountain Apache. She works extensively with school districts on
professional and program development for at-risk diverse learners and Dr. Collier
provides technical assistance to university, local, and state departments of education regarding programs
serving at-risk cognitively, culturally and linguistically diverse learners. She is the director of the national
professional development project Curriculum Integration for Responsive, Cross-cultural, Language-based
Education (CIRCLE) at Western Washington University. She is the principal developer of the screening and
software program “Acculturation Quick Screen” and many instruction, assessment and
intervention materials for diverse learners.
This session is generously funded by Landmark School.
WEDNESDAY STRANDS
Adult Transition
W26
Mental Health
W2, W15, W18
Advocacy/Public Policy
W28, W38, W41
Parents/Families
W13, W23, W34, W37
Assessment/Evaluation
W12, W14, W35
Post-Secondary
W4, W7, W16, W26, W33,
W35
Cultural
Diversity/International
W30, W39
Professional Preparation
W32, W35
Early Childhood
W2, W11
Related Disorders
W14
Instruction
W1, W5, W6, W9, W10, W19,
W20, W22, W24, W25, W27,
W31, W36, W40
Technology
W3, W8, W16, W27, W41
Legal
W37
Urban Education
W1, W2, W14, W19, W39
Medical/Environmental
W2, W21, W29, SEA
99
WEDNESDAY
Keynote Session
WEDNESDAY
W1
10:15 AM – 1:00 PM
10:15 AM – 1:00 PM
TOPICAL INSTRUCTION WORKSHOP
Boosting Comprehension with the “Fab Four” for Grades 6-12
This practical, hands-on, and entertaining workshop is designed to take comprehension
instruction to the next level so struggling middle and high school students are the ones doing the work and using
the strategies when they read on their own. It will give teachers ideas they can use tomorrow to strengthen student
engagement and comprehension using any reading material. While many students decode and yet don't
comprehend what they read, The FAB FOUR, or reciprocal teaching strategies (Palincsar and Brown) help students
achieve the challenges presented by rigorous informational text as suggested by the Common Core Standards.
This proven research based model is loaded with ideas to help motivate students to predict, question, clarify, and
summarize work as a powerful package to begin to yield dramatic results in reading comprehension. This workshop
will provide secondary teachers with dozens of new lessons for whole class, content area reading, guided reading,
and a practical Response to Intervention Model.
Presenter:
Lori Oczkus, Literacy Coach, Author, Orinda, CA
Lori Oczkus is a literacy coach, author, and speaker across the United States. Tens of thousands of teachers have
attended her motivating, fast paced workshops and read her practical, research-based professional books. She has
extensive experience as a bilingual elementary teacher, intervention specialist working with struggling readers, and
staff developer and literacy coach. She works with students every week in classrooms and really knows the
challenges that teachers face in teaching students to read!
Level: All
____________________________________________________________________________________
LDA Bookstore
¾ Browse the latest titles related to learning disabilities
¾ Purchase best sellers
Located in the Exhibit Hall
Stop by today!
Hours:
Wednesday, 9:30 AM – 6:00 PM
Thursday, 9:30 AM – 6:00 PM
Friday, 9:30 AM – 3:00 PM
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10
10:15 AM – 1:00 PM
Mental Health/Medical
The Lifelong Health Impacts of Adverse Childhood Experiences: Moving Toward Prevention
Child maltreatment and other early childhood adversities have been linked to a variety of short
and long-term consequences, including poor physical and mental health, changes to brain
architecture and development, altered biological factors, reduced cognitive ability and
educational achievement, and impaired psychosocial functioning. This presentation will review the Adverse
Childhood Experiences (ACE) study, the health consequences of ACEs, and implications for prevention strategies,
practice, and policies. Essentials for Childhood, CDC’s strategic direction for child maltreatment prevention which
promotes safe, stable, nurturing relationships and environments for all children, will be reviewed. Several state
examples of applying ACE data for prevention and practice will be highlighted.
Presenter:
Melissa T. Merrick, Ph.D., Behavioral Scientist, Division of Violence Prevention, National Center for Injury
Prevention & Control, Centers for Disease Control & Prevention, Atlanta, GA
Level: All
_________________________________________________________________________________________
W3
10:15 AM – 1:00 PM
Technology
Bringing Students to Grade Level with the Integration of Assistive Technology
The new performance standards as set forth by the Common Core Curriculum (CCC) present a new set of
challenges for all students, especially those students with specific learning disabilities (SLD). We are still unclear
about the overall impact of the new Common Core Curriculum, but what we do know is that students with SLD can
benefit significantly from the integration of various digital tools and assistive technologies designed to improve
students’ academic performance. Assistive and digital technologies will play a critical role in helping students make
progress within the CCC and will better prepare them for post-secondary opportunities. This half-day session will
provide participants with information, examples, and multiple resources related to: AT Consideration and
Evaluation as part of the IEP Process, AT tools to support reading comprehension and access to complex text, and
AT tools to support written expression across the CCC.
Workshop Facilitator:
Kathi Tarrant-Parks, Ph.D., LDA Professional Advisory Board, Literacy & Assistive Technology Consultant,
Wayne County, MI
Presenters:
Delia Laing, Ph.D., LDA Professional Advisory Board, Special Education Regional Supervisor, The Leona Group,
Ann Arbor, MI
Kris Chapman, Special Education Director K-12 Administration, East Lansing Public Schools, East Lansing, MI
Linda Helder, Special Education Consultant, Lansing School District, Lansing, MI
Level: All
_________________________________________________________________________________________
LDA POLICY
While LDA is pleased to present a forum for presentations and exhibits to benefit those concerned with
learning disabilities, it is LDA’s policy not to recommend or endorse any one specific, diagnostic or
therapeutic regime, whether it is educational, psychological, or medical.
11
11
WEDNESDAY
W2
10:15AM – 1:00 PM
WEDNESDAY
10:15 AM – 11:15 AM
W4
Post-Secondary
The College Search
Kevin O’Connor, Ph.D., Providence College, Providence, RI
W8
Technology
So Much Technology, So Little Time...
Jennifer Harkins, Eagle Hill School, Greenwich, CT
This session will share results from a qualitative study that
explored the college search and selection process that
students with learning disabilities engage in. Discussion of how
best to prepare for and conduct the college search for this
student population will be shared.
Level: Basic
This session will explore apps for tablets and software for
computers that will help students with learning disabilities
across various subject areas. Apps and software will be
explained, compared and demonstrated. Technology for use
in reading, writing, math, speech and language, and study
skills will be shared.
Level: Intermediate
__________________________________________
___________________________________________
W5
Instruction
Let’s Give Them Something to Talk About: Teaching
Students with Learning Disabilities How to THINK
Mathematically
Jeremy Lynch, Ed.D., Slippery Rock University, Slippery
Rock, PA
Sararose Lynch, Ed.D.., Westminster College, New
Wilmington, PA
W9
Instruction
Six Syllable Types and How They Help: Reading the Big
Words!
Ann Whitten, LDA Board of Directors, Aiken Learning Lab,
Aiken, SC
This session will demonstrate how to help upper elementary
struggling readers improve accuracy when reading the longer
words that fill content area texts. Learn the six types of
syllables in English words, major word division patterns, and
how to teach these using multisensory methods. A detailed
handout will be provided with an addendum available
electronically.
Level: Basic
Learn how to incorporate the I-THINK problem solving
framework in a classroom with learners who have
mathematical learning disabilities. I-THINK promotes verbal
and written discourse guided by graphic organizers, with
guiding questions and prompts, for students working in groups
and helps students learn to monitor and evaluate their
mathematical thinking.
Level: Basic
___________________________________________
___________________________________________
Save time –
W6
Instruction
Creating Theme-Based Research Papers: Flexible
Thinking Is the Key
Wendy Salisbury, Eagle Hill School, Greenwich, CT
Many children with learning disabilities are able to follow
simple outlines to organize information for basic research
papers, but they have more difficulty identifying the critical
themes or features that should be the focus of a well-designed
research project. In this session participants will learn how to
teach classification skills, with an emphasis helping students to
identify various salient features. Then, the use of these
classification skills as the basis for creating research projects
will be demonstrated.
Level: Intermediate
___________________________________________
W7
Post-Secondary
Outreach to Campus Administration and Staff Regarding
Disability Services and Accommodations
Julie Morris, Ph.D., UCLA, Los Angeles, CA
Marguery Lyvers, Ph.D., UCLA, Los Angeles, CA
Leah Silverman, Psy.D., UCLA, Los Angeles, CA
register on line!
This presentation will share UCLA's process in developing the
most effective outreach approach in an effort to centralize
services and provide recommendations for accommodations.
The presentation will address the evolution of this approach,
including: issues that led up to it, response rates to outreach
efforts, and changes in the implementation of accommodations
on the UCLA campus. Case scenarios will be presented and
discussed in breakout groups, and participants will have time
to share their own case.
Level: Intermediate
www.LDAAmerica.org
___________________________________________
1212
10:30 AM - 12:30 PM
Research poster sessions provide an opportunity to find out the results of a variety of recent research studies
and projects related to learning disabilities. Visual displays on poster boards can be viewed and discussed
individually or in small groups with the author(s). Abstracts will be available.
Coordinator: Steven Russell, Ph.D., Governors State University, University Park, IL
_________________________________________________________________________
The Impact of Special Education Coursework in Teacher Education Programs
Ashlea Rineer-Hershey, Ph.D, California University of Pennsylvania, California, PA
Daniel Wissinger, California University of Pennsylvania, California, PA
In classrooms across the country, teachers are being required to meet the diverse needs of their students. Many of these
teachers have little preparation in the area of special education. The Chapter 49-2 regulations in Pennsylvania now
mandate every pre-service teacher take 9 special education credits. This study will look at the impact of this legislation on
teacher education programs in Pennsylvania and how schools chose to integrate these new requirements into their
programs effectively.
_________________________________________________________________________
Teacher Candidates’ Competence in Working with Students with Learning and Behavior Disabilities (LBD)
Ajay Das, Ph.D., Murray State University, Murray, KY
Pam Epler, Ph.D., Murray State University, Murray, KY
The purpose of this quantitative, survey design study was to determine teacher candidates’ level of competence
(knowledge and confidence) in working with students who have learning and behavior disabilities (LBD).The findings from
this study will have implications for teacher education programs, not only in Kentucky, but across the country and abroad.
_________________________________________________________________________
I Hate Reading: How to Motivate the Unmotivated Reader
Amy Forshey, Ed.D, Indiana Wesleyan University, Marion, IN
Anita Manwell, Ed.D, Indiana Wesleyan University, Marion, IN
Angela Leffler, Indiana Wesleyan University, Marion, IN
Karla Karr, Indiana Wesleyan University, Marion, IN
Do you have students who struggle during reading? This poster session will explore motivation to read in both academic
and leisure settings. Learn about nontraditional reading materials and secrets that may engage even the most frustrated
reader.
_________________________________________________________________________
Perceived Stigma and Self-Efficacy as Predictors of Performance in College Students with LD/ADHD
Madalay Fleming, Barry University, Miami Shores, FL
Guillermo Wated, Ph.D., Barry University, Miami Shores, FL
This poster presentation will describe research involving perceived stigma and academic self-efficacy as predictors of
performance among college students with LD/ADHD. It will address theoretical implications, research results, and
practical implications for students, educators, and support service providers.
_________________________________________________________________________
13
13
WEDNESDAY
POSTER SESSION 1
WEDNESDAY
10:30 AM - 12:30 PM
POSTER SESSION 1 (Continued)
Social Skills Instruction Delivered to Children with Asperger’s Syndrome by Pre-Teaching Students
MaryAnn Shaw, Saint Francis University, Loretto, PA
This poster will summarize two years of a community outreach program providing social skills instruction to students
diagnosed with Asperger's Syndrome, or those who display similar characteristics. Qualitative and quantitative data will
describe outcomes for students receiving instruction, as well as the pre-teaching students who deliver instruction.
_________________________________________________________________________
ADA Accommodations for Online College Courses
Vita Alligood, Phoenix University, Greensboro, NC
Christi Goddard, Phoenix University, Fairfield, PA
Kathryn Kelly, Phoenix University, Laguna Beach, CA
Lynette Favors, Phoenix University, Palmdale, CA
The presenters will share the results of a study that evaluated the self-reported success, retention, and satisfaction of
students receiving the extended time accommodation in online college classes in order to determine appropriate
recommendations for policy and student success. A review of the study results conducted to-date will be shared.
_________________________________________________________________________
Using Universal Access Features for Student Growth in Writing
Jacqueline Knight, Frostig Center, Pasadena, CA
Maureen Larson, Frostig Center, Pasadena, CA
This poster session will show how the presenters used the iPads universal access features to help students with learning
disabilities respond to writing prompts.
_________________________________________________________________________
Teaching Algebra and Universal Access for Students with Math Difficulties
Paula Maccini, Ph.D., LDA Professional Advisory Board, University of Maryland, College Park, MD
Joseph Gagnon, Ph.D., University of Florida, Gainesville, FL
This poster session will address research-based programs and practices for teaching algebra to learners with
mathematics difficulties to promote student achievement in the Common Core State Standards (CCSS).
Recommendations for mathematics and special education teachers, as well as directions for future research, will be
discussed.
_________________________________________________________________________
HOT Questions: Sixth Graders' Response to the Magic School Bus in the Solar System
Laura Hedin, Ph.D., Northern Illinois University, DeKalb, IL
C. Sheldon Woods, Ph.D., Northern Illinois University, DeKalb, IL
Greg Conderman, Ed.D, Northern Illinois University, DeKalb, IL
Few studies describe the types of thinking that students with mild disabilities engage in during science instruction.
Teachers may benefit from descriptive data on the types of questions these students ask during science reading and
instruction, the kinds of prior knowledge they bring to science tasks including misinformation and naive notions, and
strategies for promoting higher-order thinking, or HOT questions. The purpose of this poster session will be to provide
practitioners with these descriptors as well as a "toolkit" for promoting HOT self-questioning and correcting
misinformation.
_________________________________________________________________________
1414
10:30 AM - 12:30 PM
10:30 AM - 12:30 PM
Blended Learning within an Introductory Course
Blended
Learning
within
Introductory
Course
Paula
Maccini,
Ph.D.,
LDA an
Professional
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Board, University of Maryland, College Park, MD
Paula Maccini, Ph.D., LDA Professional Advisory Board, University of Maryland, College Park, MD
This poster session will address enhancing instructional delivery methods and learning at the post-secondary level within
This poster session will address enhancing instructional delivery methods and learning at the post-secondary level within
introductory special education courses using both a flipped and blended approach to instruction. The presentation will
introductory special education courses using both a flipped and blended approach to instruction. The presentation will
include how to leverage existing face-to-face formats while exploring other technology-based alternatives within a blended
include how to leverage existing face-to-face formats while exploring other technology-based alternatives within a blended
learning
format to maximize student understanding and engagement.
learning format to maximize student understanding and engagement.
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
Bringyour
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America
st
51st Annual
Annual Conference!
Conference!
51
Join us in the exhibit hall Wednesday afternoon for a
Join
us in the exhibit hall Wednesday afternoon for a
refreshment break
break from
from 3:00 pm – 3:30 pm
refreshment
3:00 pm – 3:30 pm
Visit our booth - #201
Visit our booth - #201
The Gow School | 2491 Emery Road, PO Box 85 | South Wales, NY 14139-0085
716 652 3450
| FEmery
716 652
3457PO
| Email
[email protected]
The Gow PSchool
| 2491
Road,
Box 85
| South Wales, NY 14139-0085
on652
the 3457
web at| www.gow.org
P 716 652 3450Visit
| Fus
716
Email [email protected]
Visit us on the web at www.gow.org
15
1515
WEDNESDAY
WEDNESDAY
11:30 AM – 1:00 PM
W10
Instruction
Helping Students with Learning Disabilities Understand
Mathematics Concepts and Solve Problems
Donna Knoell, Ph.D., Educational Consultant, Shawnee, KS
W14
Related Disorders
Never Assume: Getting To Know Children Before Labeling
Them
Patricia McGuire, MD, FAAP, Developmental & Behavioral
Pediatrician, Cedar Rapids, IA
The speaker will offer strategies to help students understand
mathematics concepts and processes. She will incorporate
mathematics vocabulary, use of manipulatives, problem
solving strategies, and integration of mathematical discourse to
help students develop effective reasoning skills. Strategies will
benefit all students– those with learning disabilities, and those
without LD identification. Handouts will be available.
Level: Basic
This session will show participants how to view student
behaviors from a more holistic and neurodevelopmental
perspective. At the end of the presentation, participants will be
able to pick up key behavioral signals that will indicate a need
in the student for cognitive skills training using key sensory
cognitive strategies.
Level: Basic
___________________________________________
___________________________________________
W11
Early Childhood
Step-Up to Preschool: A Full Inclusion Program for Social
Equity and Academic Success
Susan Warren, Azusa Pacific University, Azusa, CA
Richard Martinez, Azusa Pacific University, Azusa, CA
Lori Sortino, Upland Unified School District, Upland, CA
Rabecca Galvan, Upland Unified School District, Upland, CA
Andrea Albini, Upland Unified School District, Upland, CA
Becky Modereger, Upland Unified School District, Upland, CA
Attention
Students
Learn how a district has creatively implemented a full-inclusion
model for preschool students to attain high student
achievement for all, gain students in declining enrollment
schools, and save the district over $3,000,000. Attendees will
engage in critical conversations and interactive activities with
program staff as well as receive valuable resources.
Level: Intermediate
Discounted registration
available!
___________________________________________
W12
From Assessment to Advocacy: Utilizing Pyschological
Assessment to Advocate for Outstanding School Plans
Rich Weinfeld, Weinfeld Education Group, LLC, Silver Spring,
MD
Steve Silverman, Weinfeld Education Group, LLC, Silver
Spring, MD
In the age of RTI, how can we ensure that eligible students are
appropriately identified with learning disabilities and provided
with a plan that provides access to instruction? This
presentation will provide guidelines for assessment and plan
development, ensuring that psychological assessment leads to
the development of powerful individualized education plans.
Level: Intermediate
If you are a full-time college
student, you are eligible
for LDA’s student rate
___________________________________________
W13
Parents/Families
Success for a Lifetime: Exploring and Developing Life
Success Attributes
Jonathan Jones, LDA Board of Directors, SOAR, Dubois, WY
Cherrie Farnette, Currey Ingram Academy, Brentwood, TN
This session will focus on strategies fostering self-awareness
and executive function skills critical for social competence,
academic accomplishment, and life-long success. These life
success attributes include self-awareness, goal-setting,
proactivity, perseverance, support systems utilization, and
emotional coping skills. The strategies are practical, low cost,
and can be utilized by the entire family.
Level: Basic
See Registration Procedure
page for further details
___________________________________________
1616
11:30 AM – 1:00 PM
Back by popular demand!
LDA’s
Silent Auction
Anxiety and stress have a significant impact on students’
behavior and learning. Traditional behavior plans that focus on
negative behavior are simply not effective with anxious kids.
Participants will learn to create an effective plan that
incorporates ready-to-use strategies that lead to improved
behaviors and more efficient, enjoyable learning.
Level: Intermediate
___________________________________________
W16
Post-Secondary
Introducing The Navigator: Your Assistive Technology
Guide for Success
Carolyn Phillips, AMAC/AMAC/Tools for Life @ Georgia
Tech, Atlanta, GA
Christopher Lee, Ph.D., Georgia Tech AMAC Department
Head/Director, Tools for Life, Atlanta, GA
Martha Rust, AMAC/AMAC/Tools for Life @ Georgia Tech,
Atlanta, GA
Be the first to explore the Navigator as it makes its debut at
LDA 2014! This dynamic tool is a guide to integrating assistive
technology strategies, solutions and resources successfully
into the lives of adults with learning disabilities. Come learn
how The Navigator assists you on your journey to success!
Level: Basic
x Vacation Stays in Top
Hotels
x Restaurants, Museums,
Family Fun
x Games and Books for
Teaching
x Educational Products
x Themed Baskets
x And Much, Much More!!
___________________________________________
W17
Mini Town Hall Brainstorming
Facilitated by: Finance & Development Committees of LDA
Nancie Payne, Ph.D., LDA Board of Directors, Payne &
Associates, Olympia WA
Bob Broudo, LDA Board of Directors, Landmark School,
Prides Crossing, MA
Mark Griffin, Ph.D., Saco, ME
Rich Collins, Ph.D., Carbondale, IL
Larry Silver, M.D., LDA Professional Advisory Board, LDA
Past President, Rockville, MD
Myrna Soule, LDA Board of Directors, Tigard, OR
Vicki Goshon, LDA Board of Directors, Cedar Falls, IA
Jonathan Jones, LDA Board of Directors, SOAR, Dubois, WY
Nanette Schweitzer, LDA Board of Directors, Elliott City, MD
LDA’s Silent Auction will take
place in the Exhibit Hall
Part of planning for the growth of an organization is exploring
opportunities and approaches for development of potential
revenue streams. This year the Finance and Development
Committees would like to hear from you – the conference
participants. As LDA continues to grow, we need new forms of
revenue generation to provide effective support for the
organization and expand the level of services. Diversification of
revenue sources is essential to promote the growth of the
organization, to serve the needs of the membership, and to
contribute to the continued advancement of systems and
methods on a wide-reaching scale. Come join us for a
brainstorming mini town hall where your thoughts and ideas
will be heartily welcomed.
Level: All
Plan on participating in this
annual fundraiser for LDA !!
___________________________________________
1717
WEDNESDAY
W15
Mental Health
The Impact of Anxiety and Stress on Learning and
Behavior: A New Way of Thinking about Behavioral
Interventions for Students with LD/ADHD
Jerome Schultz, Ph.D., LDA Professional Advisory Board,
Harvard Medical School, Needham, MA
Jessica Minaham, Neuropsychological & Educational
Services for Children and Adolescents, Watertown, MA
WEDNESDAY
W18
1:45 PM – 4:30 PM
1:45 PM – 4:30 PM
TOPICAL MENTAL HEALTH WORKSHOP
The Impact of Learning Disabilities on the Child Outside of Educational Settings
Learning disabilities are life disabilities. The same disabilities that impact on reading, writing, math, and other academic
tasks in school will impact on other life skills within the family, with peers, and in clubs/activities/sports. It is important for
parents to understand this reality. This Workshop will focus on these impacts on home life, with peers, and when
participating in such after-school activities as clubs, scouts, Sunday school, and sports. The theme to be stressed is how
parents must work to minimize the negative impact of the learning disabilities while maximizing success by using the
child’s learning abilities.
The Impact of Learning Disabilities:
Larry B. Silver, M.D., LDA Professional Advisory Board, LDA Past President, Georgetown Medical Center, Washington,
DC
The Impact of Language Disabilities:
Charlotte Edwards, Psy.D., Counseling Connections, Buffalo Grove, IL
The Impact of Motor Disabilities:
Larry B. Silver, M.D., LDA Professional Advisory Board, LDA Past President, Georgetown Medical Center, Washington,
DC
Open Discussion with Audience
Facilitator: Connie Parr, APN, CPNP, LDA Past President, LDA Board of Directors, Montgomery, IL
Level: All
_________________________________________________________________________________________
W19
1:45 PM – 5:45 PM
TOPICAL INSTRUCTION WORKSHOP
Reciprocal Teaching, the Reading Super Vitamin for grades K-5
This practical, hands-on, and entertaining workshop is designed to give elementary teachers ideas
they can use tomorrow to strengthen student engagement and comprehension using any reading
material. While many students decode and yet don't comprehend what they read, The FAB FOUR, or
reciprocal teaching strategies (Palincsar and Brown) help students achieve the challenges presented by rigorous
informational text as suggested by the Common Core Standards. This proven research based model is loaded with ideas
to help motivate students to predict, question, clarify, and summarize work as a powerful package to begin to yield
dramatic results in reading comprehension. This workshop will provide teachers in grades K-5 with dozens of new lessons
for whole class, content area reading, guided reading, stations, and a practical Response to Intervention Model.
Presenter:
Lori Oczkus, Literacy Coach, Author, and Popular Speaker, Orinda, CA
Lori Oczkus is a literacy coach, author, and popular speaker across the United States. Tens of thousands of teachers
have attended her motivating, fast paced workshops and read her practical, research-based professional books. She has
extensive experience as a bilingual elementary teacher, intervention specialist working with struggling readers, and staff
developer and literacy coach. She works with students every week in classrooms and really knows the challenges that
teachers face in teaching students to read!
Level: All
_________________________________________________________________________________________
1818
1:45 PM – 3:00 PM
W24
Instruction
Reaching the Reluctant Writer
Jean Nichols, Institute for Excellence in Writing, Roseville, CA
This session will discuss a successful and specific
methodology that separates the complex process of writing into
the smallest steps making it possible for even the most
reluctant writer to produce short, yet complete compositions.
Begin improving reading, writing, and note taking skills on
Monday!
Level: Basic
Processing deficits, the cause of letter sound/formation
problems, become pronounced for LD/Dyslexics when
confronted with alphabet abstracts, non-phonetic symbols,
taught at inappropriate readiness levels with misguided best
practices. The attendees will learn how unique pictures
transform abstract non-phonetic symbols into meaningful
phonetic
letters.
LD/Dyslexics
make
sound-symbol
correspondences, decode, read/spell/write directionally correct,
integrated, legible letters.
Level: Intermediate
___________________________________________
W25
Instruction
Trouble Shooting Strategies to Ensure School Success for
Struggling Students
Chris Dendy, Child Development Specialist, Cedar Bluff, AL
___________________________________________
W21
Healthy Children Project: Advocacy and Emerging Issues
Maureen Swanson, Healthy Children Project Director, LDA,
Pittsburgh, PA
A veteran school psychologist, teacher and counselor will
review trouble-shooting strategies she teaches educators.
These strategies offer a "quick and dirty" intervention short of
an in-depth evaluation. The speaker will provide a model so
parents and professionals may become problem-solving
“detectives.” Step-by-step strategies for initially identifying and
addressing common ADHD problems will be discussed.
Level: Basic
Maureen Swanson will lead this session to share the latest
science and policy developments in LDA’s work to reduce
environmental factors that can harm brain development and
learning. Everyone currently engaged in HCP efforts in their
states, as well as anyone interested in finding out what HCP is
all about should attend. We will discuss relevant new laws and
initiatives at the national and state levels, get a grasp on
emerging scientific findings and brainstorm next steps for HCP.
Level: All
___________________________________________
W26
Post-Secondary
Cultivating Tools for Transitioning Students with Complex
Learning Disabilities from High School
Charlene Reed, OPTIONS Transitions to Independence,
Carbondale, IL
Jennifer Phillips, OPTIONS Transitions to Independence,
Carbondale, IL
___________________________________________
W22
Instruction
Common Core State Standards and Students with LD
Susan Courey, Ph.D., San Francisco State University, San
Francisco, CA
Phyllis Tappe, Ph.D., San Francisco State University, San
Francisco, CA
Debra Luna, San Francisco State University, San Francisco,
CA
There are no secret formulas for facilitating the transition from
high school, especially for students with learning disabilities.
This presentation will offer strategies garnered from over 20
years of working with post-secondary students with complex
learning disabilities. Implementing these tools will provide a
foundation for successful transition from high school.
Level: Basic
This module will focus on: creating IEPs that align with CCSS;
providing strategies to meet the needs of students with LD and
ensure access to the general education curriculum; and
designing effective lesson plans with co-teaching instructional
strategies based on the principles of Universal Design for
Learning (UDL).
Level: Intermediate
___________________________________________
W27
Instruction
To Write or to Type? That is the Question for Many with
LD/ADHD
Zara Harris, Occupational Therapist, Chevy Chase, MD
___________________________________________
The presenter, an experienced occupational therapist, will
share the latest research, which supports teaching handwriting
and assistive technology to improve written expression. She
will demonstrate both low and high tech tools that she uses
with her students to improve their ability to match their written
output to their cognitive potential.
Level: Intermediate
W23
Parents/Families
Barriers to Home and School Collaboration: How to Create
Win-Win Partnerships
Nicholas Lauer, Ph.D., Oakland University, Rochester Hills MI
This presentation will take a psychological perspective of the
underlying thoughts and feelings that present significant
barriers to collaboration between families and school
personnel. These include The Misunderstood, The Unspoken,
and The Spoken. Practical examples and suggestions for
dealing with barriers such as denial, anger, and irrationality will
be provided.
Level: Basic
___________________________________________
___________________________________________
1919
WEDNESDAY
W20
Instruction
5 Changes Imperative for Effective, Efficient, Beginning
Literacy Success Leading to a Productive Life
Mary Lou Sundberg, Educational Consultant, Lake Forest, IL
WEDNESDAY
3:30 PM – 5:45 PM
TOPICAL PUBLIC POLICY WORKSHOP
W28
3:30 PM – 5:45 PM
From Powerless To Powerful: Knowing the Issues and Learning How to Connect with Your
State and Federal Legislators
Facilitator:
Myrna Mandlawitz, LDA Policy Director, Washington, DC
Panel of State Presidents:
New Jersey, New York, Michigan, Illinois, Indiana, California, other States as well as representatives from Parent
Training Institutes and advocates from Protection and Advocacy agencies will present and discuss pending legislation
in their states and the strategies they are using to safeguard individuals with learning disabilities and/or attention
disorders.
Many years ago, the Learning Disabilities Association of America made a name for itself as a strong advocacy agency
organization, a "hot bed" when it came to advocating for federal legislation and policies that protected individuals with
SLD. Advocates involved with LDA knew the Representatives and Senators from their home state, and were called
upon by Congressional staffers for information and testimony.
For the past 15 to 20 years there has been a gradual erosion of the policies and laws that govern a Free Appropriate
Public Education (FAPE) and the Least Restrictive Environment (LRE), processes that govern special education and
the promise for children with disabilities to be able to benefit from their education. Times have changed as many
federal policies now give more decision making power to States and local school districts through waivers. As a result,
erosion is now showing up as some State Legislatures seek to weaken general education and special education
policies and procedures. This weakening will continue unless parents, advocates and educators inform themselves,
take action, and remain vigilant in protecting the rights initially established by Public Law 94-142.
The LDA Public Policy Committee proposes to strengthen the relationship between LDA leaders, members and their
Congressional policy makers and staff members by holding a "Boot Camp Training Symposium." This Symposium will
offer information about the erosion of State and Federal Policies as they are now occurring, and will begin the
reconstruction process by helping advocates become familiar with the Washington, DC, scene and their
Congressional members and staffers.
Attendees will leave with information they will be able to use successfully in working to protect the rights granted by
Congress in the initial comprehensive special education law passed in November 1975 and subsequent revisions.
Emphasis will also be placed on becoming aware of changes in State policies that can markedly alter special
education services for students with learning disabilities.
Level: All
LDA Bookstore
Located in the Exhibit Hall
Wednesday, 9:30 AM – 6:00 PM
Thursday, 9:30 AM – 6:00 PM
Friday, 9:30 AM – 3:00 PM
20
20
3:30 PM – 4:30 PM
W33
Post-Secondary
ADA Accommodations for Online College Courses
Vita Alligood, University of Phoenix, Greensboro, NC
Christi Goddard, University of Phoenix, Fairfield, PA
Kathryn Kelly, University of Phoenix, Laguna Beach, CA
Lynette Favors, University of Phoenix, Palmdale, CA
This presentation adds to the evidence indicating the cognitive,
behavioral, and emotional benefits of immersion in nature for
students with learning differences. Findings of research at
Green School in Bali, Indonesia will be presented, and a
review of the literature encompassing various theories relevant
to the question of how an outdoor learning environment may
benefit students with learning disabilities will be discussed.
Level: Basic
The presenters will share the results of a study that evaluated
the self-reported success, retention, and satisfaction of
students receiving the extended time accommodation in online
college classes in order to determine appropriate
recommendations for policy and student success. They will
share a review of the study results conducted to-date.
Level: Basic
___________________________________________
W34
Parents/Families
Inside and Out; Learning Disabilities from a Personal,
Parent, and Educator's Viewpoints
Annette Lalley, St. Johns Middle School, Lowell, MI
Annette Puleo, East Lansing, MI
___________________________________________
W30
Cultural Diversity
Seven Steps for Separating Difference from Disability
Catherine Collier, Ph.D., Cross-Cultural Developmental
Services, Ferndale, WA
A practical and personal look at learning disabilities; with over
60 years of teaching experience and over 50 years of
combined time as parents, these presenters will team up to
share the strategies and structures which allowed them and
their children to face the challenges of learning disabilities with
successful outcomes.
Level: Basic
There remain great challenges facing
education professionals working with
students with learning and behavior
problems, especially those from diverse
language and culture backgrounds. We will address
instruction, intervention, assessment and service placement
concerns about students who exhibit learning and behavior
problems while they are learning English as an additional or
standard language. Participants will receive copies of tools for
monitoring instructional intervention and information on best
practice.
Level: Basic
___________________________________________
W35
Post-Secondary
Universal Design in Learning (UDL): What is it, Why Use it,
and How to Use it
Ruth Bomar, Academic Coach, Fort Worth, TX
___________________________________________
Universal Design in Learning is a framework to make the
curriculum accessible to today’s diversity of learners. This
session will address how the brain recognizes sensory input,
integrates motivation and strategizes learning. This
presentation will provide the tools to design your curriculum at
the front end rather than retrofit at the back end when working
with students with learning disabilities.
Level: Intermediate
W31
Instruction
Differentiation for the Inclusive Classroom: Integrate &
Elevate (Grades 4-12)
Toby Karten, Monmouth University, Marlboro, NJ
This interactive session will highlight how to differentiate
lessons across the curriculum for learners in Grades 4-12 .
This will include valuing student and staff strengths within
structured and collaborative inclusive schools. Achieve high
outcomes for staff and students by honoring and embracing
how to translate the research into pragmatic classroom
applications.
Level: Intermediate
___________________________________________
Special Focus Sessions…
___________________________________________
W32
Using Case Study Instruction to Enhance Participation
and Problem-Solving Skills of Teacher Candidates
Pamela Garriott, Vincennes University, Vincennes, IN
Chery Osborne, Vincennes University, Vincennes, IN
This presentation will describe a variety of ways case studies
can be used to create relevant and engaging learning
experiences for teacher candidates. Additionally, an innovative
project will be described in which teacher candidates created
and presented their own case studies based on significant
incidents they observed during field experiences.
Level: Intermediate
These sessions are selected presenters with
topics of focused interest for conference
attendees
___________________________________________
2121
WEDNESDAY
W29
‘The Green School Effect’ on Students with Learning
Disabilities: The Cognitive, Emotional, and Behavioral
Benefits of Outdoor Classrooms
Jennipher Spector, Evergreen Community Charter School,
Ashville, NC
WEDNESDAY
W36
4:45 PM – 5:45 PM
Instruction
W40
Instruction
Targeted Reading Intervention and Reading Recovery:
Multisensory Decoding Strategies that Work for 21st
Century Learners
Angela Vann, Verticy Learning, Hunt Valley, MD
Catharine Rommel, Jemicy School, Owings Mills, MD
Teaching the Writing Process Using Assessment and
Differentiated Instruction
Barbara Lawrence, Brehm Preparatory School,
Carbondale, IL
Improve the efficiency of writing instruction by basing the skills
taught on individual student pre-testing and on-going
assessments and probes. Increase the rate of homework
completion by modifying assignments to students’ ability levels,
while still teaching the process of writing a research paper to
the whole class.
Level: Intermediate
With all of the programs being used to aid struggling readers,
many educators are still seeing the reading gap spread. This
session will teach how to make the most effective multisensory
decoding strategies work for your struggling readers. Support
your students with reading intervention and reading recovery
solutions.
Level: Intermediate
___________________________________________
W37
Legal Issues in Educating Students with Learning
Disabilities and Advocacy
Brian Gruber, Attorney-at-Law, Bethesda, MD
___________________________________________
Legal
W41
The Power of Bibliotherapy: Bringing Validation to
Children's Learning Experiences with Books and Videos
about Learning Disabilities and ADHD
Alexandre Tavares,M.D., Prairie Mountain Health, Brandon,
Manitoba, Canada
IDEA and 504 provide for a free appropriate public education
(FAPE) for students with disabilities. This session will provide
a discussion of the various legal issues and important court
cases that impact students with learning disabilities, including
the critical differences between IDEA and 504, the
requirements of an appropriate IEP, the various considerations
that impact the "Least Restrictive Environment", conflict
resolution, private placement/tuition reimbursement and
advocacy strategies.
DVDs, audiobooks and books about learning disabilities and /
or ADHD can spark dramatic positive changes in children and
parents. The benefits seem to occur through: validation, hope
acquired, empowerment, and decreasing sense of isolation.
Attendees will leave this presentation with the knowledge of
how to use such resources.
Level: Basic
Level: Basic
___________________________________________
___________________________________________
W38
Empowering the Student with Learning Disabilities in the
Elementary School: Self-Advocacy
Pamela Hill, Grande Reserve Elementary School, Yorkville, IL
This session will explore student-teacher collaboration and a
system for students to evaluate their own learning in an
ongoing manner, develop their own IEP goals and evaluate
progress to meet them, and become their own advocate with
the goal of presenting at their own annual review.
Level: Intermediate
Is your child struggling with school?
We can help.
___________________________________________
W39
Cultural Diversity
Culturally Responsive Positive Behavior Support Using
Applied Behavior Analysis
Deanna McCarty, Ed.D., Riverside County Office of
Education, Beaumont, CA
Winston Preparatory Schools
For students with learning disabilities.
In this session attendees will learn how to use Applied
Behavior Analysis methods to create and improve culturally
responsive positive behavior support programs in their
classrooms and in their schools. The presentation will allow for
discussion and will offer real world solutions.
Level: Intermediate
NEW YORK
126 W. 17th St.
New York City, NY 10011
646.638.2705 x634
CONNECTICUT
57 West Rocks Road
Norwalk, CT 06851
203.229.0465 x535
___________________________________________
Learn more about Winston Prep at www.winstonprep.edu/about/film
22
22
Anaheim Special Event A
7:00 PM to 9:00 PM
Toxic Chemicals, Nutrition and Child Development
Irva Hertz-Picciotto, M.P.H., Ph.D., Environmental Epidemiologist, Professor, UC Davis MIND (Medical
Investigations of Neurodevelopmental Disorders) Institute and Department of Public Health Sciences, University of
California, Davis, CA
Irva Hertz-Picciotto, Ph.D., M.P.H., internationally renowned for her ground-breaking research exploring the
relationships between environmental exposures and neurodevelopmental disorders, will be the featured speaker at
the LDA Conference special session. Dr. Hertz-Picciotto will speak on "Chemicals in Our Environment and Their
Effects on Child Behavioral, Social, and Intellectual Development."
She has published more than 200 peer-reviewed articles on environmental
exposures such as metals, pesticides, air pollutants and endocrine disruptors,
their interactions with nutrition, and their influences on pregnancy, the
newborn and child development.
Dr. Hertz-Picciotto is best known for her broadly based research exploring the
relationships between environmental exposures and autism spectrum
disorder. Her “Program on Environmental Epidemiology of Autism and
Neurodevelopment,” centered at the UC Davis MIND Institute, has generated
more clues regarding specific, modifiable factors contributing to the increase
in the incidence of autism than nearly all such programs worldwide combined.
She also leads a study that has been examining, from birth onwards, children
living near a chemical manufacturing plant that produced PCBs
(polychlorinated biphenyls) for decades.
Dr. Hertz-Picciotto is section chief of the Division of Environmental and Occupational Health in the Department of
Public Health Sciences at the UC Davis School of Medicine. In August 2013, she was appointed to a prestigious
scientific review committee of the National Institutes of Health. Other appointments to state, national and
international advisory panels include the Food Safety in Europe Working Group, the United States Environmental
Protection Agency, the National Toxicology Program, and the California Air Resources Board. She also chaired the
two National Academy of Sciences and Institute of Medicine panels on Agent Orange and Vietnam Veterans and a
recent one on Breast Cancer and the Environment.
Following Dr. Hertz-Picciotto's presentation on the most recent scientific findings on environmental exposures,
nutrition and brain development, a national policy expert will speak on translating the science into good public
health policy.
Refreshments and discussion following the presentations
Free, but registration is required – see registration form
This forum generously funded by The John Merck Fund
23
23
WEDNESDAY
Wednesday, February 19
e
s
.
St. Andrew’s is a college preparatory boarding and day school with a highly-supportive
learning environment. 30% of our student body includes learners with dyslexia, languagebased learning disabilities (LBLD), attention deficits (ADD/ADHD), organizational or executive
functioning challenges, and other learning differences, such as school-related anxiety.
Students are encouraged to be themselves and try out who they are through
arts, athletics, academics, and activities. The result is confident young people who know
how to negotiate any room and can navigate the world.
Classes of 10 to 12 students
Grades 6-12 & Postgraduate (PG)
www.standrews-ri.org/academic/learningservices
63 Federal Road Barrington, RI 02806 401.246.1230
24
Director of
Learning Services,
Dr. Dana Gurney
works with a team
of educators and has
an expertise in the
design of programs
for students with
learning differences.
• Focus Program
(ADD/ADHD)
• Literacy Program
(Reading or
written expressive
disability, dyslexia)
• Speech and
Language Program
• Use of the Wilson
Reading Program
Tra
life
K-2 Curriculum and Remedial K-4+
Effective for dyslexia/LLD
GoPhonics® Reading Program
With 90+ phonetically sequenced, decodable stories—confidence soars!
Give your struggling/beginning readers the phonics based foundation they need to read, write, and spell.
Go Phonics helps parents, teachers, and tutors get on track with strategized lesson plans (Orton-Gillingham
based and compatible). Explicit phonics lessons steer the course—systematic, sequential, multisensory.
From start: Alphabet (name, formation, sound)... to finish: More Vowel Pairs, students are phonetically
spelling and reading words, then text-to-life stories. Lessons include phonemic awareness/phonics,
reading, spelling, rules, handwriting, word decoding fluency, comprehension,
and language arts. Engaging tools tie it all together and make it
ee, ie, oe, ue?
a fun, meaningful experience. In building block fashion
students learn, practice, and apply skills in decodable
Compo
stories they can really read. Confidence soars!
und W
ords
From Start
any + on
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F E AT U R I N G :
up + set
= Five pair
of
50 Phonics Fluency Games —
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5 Workbooks—
wish + bo
ne =
for phonics and language arts
➲
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30
Go Phonics®
____
Practice and prep for each lesson and story
, LLC
ons for Learning
11
s®
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Foundations
for Learn
ing, LLC
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© 2000
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34
Alphabet • Short Vowels • Long Vowels • Vowels with r & l • Vowel Pairs
30
6
“I wanted to use the Orton-Gillingham approach, so I
invested in Go Phonics because all the work has been
done for me. It’s all planned out in the Teacher’s Guide,
with materials I can use to reach these kids. When they
come to me for reading, they’re excited about it because
they know they can do it.”
D. Evans - Resource Teacher
7 Storybook Volumes
93% decodable/cumulative
29
Phonetically sequenced for phonics instruction
◆ NEW Level 1 Scat! - Short a Stories 110p/8 stories
◆ L2 The Fat Cat - Short Vowel Stories 86p/22 stories
◆ L2 Jack’s Cap - More Short Vowel Stories 96p/21 stories
◆ L3 Sue and Joe’s Pies - Long Vowel Stories 64p/9 stories
◆ L3 Noses and Roses - More Long Vowel Stories 64p/9 stories
Go Phonics Sample Lessons/Catalog
◆ L4 My Turn - Vowels Controlled by r and l 86p/10 stories
Download File: www.gophonics.com or call:
800-553-5950 PT • [email protected]
◆ L2 Cooking on the Front Burner - More Vowel Pairs 118p/13 st.
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P A R E N T S S A Y, " I wish my other children had had this program!" Diane Hill Robert BA Ed., MA Sp.Ed. I taught for forty years. I volunteered for eight. I saw the needs and met them. K-6 READING, SPELLING, PENMANSHIP, COMPOSITION, COMPREHENSION Rescue the Students Now and The Seven Phases of Spelling Multi-sensory Structured Sequential Built-in review Students are involved and focused High interest with a new lesson each day DOES NOT MATTER IF STUDENTS ARE STRUGGLING OR ARE AT THE TOP
Visit us on the web and order your FREE 25-minute video. The video is a glimpse of the program that will make teachers, parents, and students so grateful once the program is used independently or to enhance a current program. www.rescuethestudents.com D & R Enterprises 6406 Scenic Drive Yakima, WA 98908 (509) 966-‐6406 [email protected] Purchase all of the teacher material and one set of all of the student material for only $240 OUR GOAL IS FOR ALL STUDENTS TO REACH POTENTIAL - NOT TO LINE OUR POCKETS 26
Save
the
Date
noveMbeR 7–9, 2013
Hyatt Regency cRystal city
WasHington MetRopolitan aRea
2013 CHADD
Annual International
Conference on ADHD
Meeting the ADHD Challenge
Plenary Speakers:
• Michelle Garcia Winner MA, CCC-SLP
• Nancy Rappaport, MD
• Robert Brooks, PhD
www.chadd.org | [email protected] | 800-233-4050
Questions about exhibits, sponsorship, and advertising: [email protected]
27
GIVING HOPE,
TRANSFORMING LIVES.
Premier college preparatory boarding school
for students in grades 7-12 with dyslexia or
language-based learning differences
n Remediation through structured, multisensory,
Orton-based phonics language curriculum
n 100% college acceptance
n Small class sizes (3-6 students)
n 152 students, grades 7-12, from 26 countries
and 20 states
n Five week, Coed Summer Program, ages 8-16
Learn more about the life-changing Gow experience at www.gow.org or call 716.687.2001
Discover The Landmark Advantage: One-to-One. Every Day.
Landmark School knows that for young people
with a language-based learning disability, like dyslexia,
school can be frustrating and overwhelming. For our
students, grades 2 - 12, school is about experiencing
a personalized academic program with
one-to-one tutoring every day, building skills to
make learning productive and meaningful,
playing sports, exploring visual arts, woodworking,
theater…and experiencing confidence for the first
time ever. Come visit. We’re just 25 miles north of Boston.
1 :1
Landmark School
eve r y d ay
Prides Crossing, Massachusetts
landmarkschool.org • 978.236.3000
28
29
29
Join us Thursday for the Adult Luncheon!
THURSDAY
Thursday, February 20, 2014
12:30 PM
“Yes You Can”
John Zickefoose (Mr. Z)
Corona, CA
Mr. Z is a natural storyteller and delights in bringing books to young readers. But that was not
always the case. There was a time when reading the simple words of a picture book would have
proved impossible for Mr. Z. He spent years in school overwhelmed with sadness that nothing
came as easily to him as it did for others. He would become rowdy, preferring to be kicked out of
class than to be called on by the teacher. He was functionally illiterate, unable to read a
prescription label, his children’s report cards or a menu. He was diagnosed as a young boy with
dyslexia and attention deficit hyperactivity. For more than 30 years, Mr. Z was illiterate, barely
capable of writing or reading his own name. He managed to graduate from high school, but he
admits that he could only read a few words on his diploma. His second grade son began asking
him for homework help that he could not provide. At his wife’s suggestion, Mr. Z contacted the
Corona Public Library and began literacy classes. Empowered by his new reading skills, Mr. Z
has become an advocate for the struggling youth and adults in our society, drawing upon his own
experiences in learning how to read and succeed in life. He has appeared on ABC, NBC, CNN
and PBS. He has also given numerous radio interviews.
Join us for this informative and inspirational luncheon program.
Pre-registration required
$35 tickets are available for purchase on the pre-registration form
30
30
THURSDAY, FEBRUARY 20
8:30 AM – 9:30 AM
Keynote Session
“What’s an LD and How Can I Get One?
Reframing Technology for Persons with Learning Disabilities”
Marshall H. Raskind, Ph.D.
Educational Research and Consulting
Bainbridge Island, WA
His research interests are in the areas of LD across the lifespan, factors predictive of “life success,” assistive
technology, and most recently, the impact of online social networking on children with LD. Dr. Raskind is a frequent
presenter at international LD conferences and is the author of numerous professional publications on LD.
Dr. Raskind has a Ph.D. in Education from Claremont Graduate School.
THURSDAY STRANDS
Adult Transition
T1, T3, T22
Mental Health
T12, T20, T24, T29, T42
T2, T15, T40
Parents/Families
T1, T13, T15, T20, T38, T40
T10, T39
Post-Secondary
T1, T8, T18, T30, T35, T38,
T43
Cultural
T7, T17, T19, T34, T44
T6, T26
Early Childhood
T4, T7, T16, T32, T41
Related Disorders
T10
Instruction
T5, T6, T9, T10, T11, T19,
T21, T23, T25, T26, T28, T33,
T36, T37, T42, T45
Technology
T8, T14, T27, T31, T36
Legal
T2, T15, T40
Urban Education
T4, T7, T16, T19, T29
T20
31
31
THURSDAY
Dr. Raskind is an LD researcher on Bainbridge Island, Washington. He is former
Director of Research and Special Projects at the Charles and Helen Schwab
Foundation in San Francisco. Immediately prior to his position at the Foundation, he
served as Director of Research at the Frostig Center in Pasadena, California. He is
former head of the California State University, Northridge Learning Disability Program
and Computer Access Lab. He has served as consulting editor to the Journal of
Learning Disabilities, Learning Disability Quarterly, Annals of Dyslexia, Journal of
Special Education Technology, and Intervention in School and Clinic. Dr. Raskind is a
Fellow and past Vice President of the International Academy for Research in Learning Disabilities, as well as a
former member of the Research Committee of the Council for Learning Disabilities, and the Professional Advisory
Board of the National Center for Learning Disabilities.
T1
10:15 AM – 12:30 PM
10:15 AM – 12:30 PM
TOPICAL ADULT ISSUES WORKSHOP
Accommodations and Enhanced Services in Postsecondary Education
THURSDAY
Most students with learning disabilities are thrilled when they successfully complete high school. They and their
parents know and understand the IDEA which insured that modifications were in place as needed so that they
could reach this milestone, but what’s next? If its college, the laws now change as do the ways that students
access services. To compound the confusion, the types of services available at each institution can vary
considerably from minimal services that are required by law to enhanced services that are offered for a fee. These
postsecondary educators will help participants gain an understanding of how college support services are different
from high school, how the services themselves vary from college to college, and how to make the best college and
program choice for each student.
Facilitator: Arlyn Roffman, Ph.D., Professor, Lesley University, Cambridge, MA
Panelists:
Julia Frost, M.S., NCSP, Director Jones Learning Center, University of the Ozarks, Clarksville, AR
Candace Joles, Ed.D, LDA Board of Directors, Director COPE Student Support Services, Vincennes University,
Vincennes, IN
Rudy Molina, M.A., Director, SALT Center, The University of Arizona, Tucson, AZ
Jimmie Smith, M.Ed., Director of the Learning Effectiveness Program, University of Denver, Denver, CO
Level: All
_____________________________________________________________________________________
TOPICAL ADVOCACY WORKSHOP
T2
10:15 AM – 11:15 AM
Advocating for Individuals with Learning Disabilities…in the Family and School
This panel forum will focus upon effective advocacy for the child/student with a learning disability in the home, with
family members, and within school systems. The session will entail a two pronged approach. Information will be
shared on how to help the parent to advocate effectively for the child with LD within family structures. A second
focus will be upon advocacy within school systems to obtain proper accommodations and instructional support,
from grade school through college and from the teacher to the district level. Professionals in the field of education
and parents of children with LD will provide simple and tested/successful ways to advocate for the student with LD.
Panel Speakers:
Analisa L. Smith, Ed.D. LDA Board of Directors, Chapin, SC
Evie Lindberg, Ed.D. LDA Board of Directors, Tulsa, OK
Nanette Schweitzer, LDA Board of Directors, Ellicott City, MD
Level: All
____________________________________________________________________________________
3232
THURSDAY,FEBRUARY
FEBRUARY 20
20
THURSDAY,
10:15
10:15AM
AM––11:15
11:15AM
AM
Adult/Transition
T3T3
Adult/Transition
The
DiscriminationFactor
Factor––I IJust
JustWant
Wantto
toKeep
Keep My
My Job
Job –
The
Discrimination
Helping
theYoung
YoungAdult
Adult
Helping
the
Veronica
Crawford,Life
LifeDevelopment
DevelopmentInstitute,
Institute, Glendale,
Glendale, AZ
AZ
Veronica
Crawford,
Youngadults
adultsand
andeven
evenolder
olderadults
adultswith
with LD
LD often
often experience
experience
Young
inabilitytotoobtain
obtainwork
workorormaintain
maintainwork
work after
after disclosure
disclosure of
of
thethe
inability
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reasonisisaalack
lackof
ofeducation
education and
and fear
fear
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bothparties
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involved. This
Thispresenter
presenter has
has worked
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on both
both
forforboth
sides
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the
desk
understanding
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sides of the desk understanding the legal, aptitude, and fit part
employment.Find
Findout
outwhat
whatworks
worksand
andwhat
whatdoes
does not.
not.
of of
employment.
Level: Intermediate
Level: Intermediate
LDA
LDA
Bookstore
Bookstore
___________________________________________
___________________________________________
Located in the Exhibit Hall, this year’s
Located in the Exhibit Hall, this year’s
bookstore will feature the latest titles
bookstore will feature the latest titles
related to learning disabilities; long time
related tobest
learning
disabilities;
long time
favorites,
sellers,
and special
favorites,
best
sellers,
and
special
discounts for conference attendees.
discounts for conference attendees.
___________________________________________
There will also be book signings by
There will
also be book
signings
by
featured
presenters.
Stop
by today!
featured presenters. Stop by today!
T5
Instruction
T5Writing From the Ground Up: Teaching Elementary-Aged
Instruction
Students
How
Compose
Expanded
Sentences
Writing
From
thetoGround
Up:Richer
Teaching
Elementary-Aged
Claire Sullivan,
MA
Students
How to Landmark
ComposeSchool,
Richer Manchester,
Expanded Sentences
Claire Sullivan, Landmark School, Manchester, MA
In order to successfully compose well-constructed paragraphs,
writers needcompose
to learn foundational
skillsparagraphs,
at the word
In beginning
order to successfully
well-constructed
and sentence
This
presentation
will skills
provide
practical
beginning
writerslevels.
need to
learn
foundational
at the
word
methods
for levels.
teaching
themeand
sentence
This elementary-aged
presentation will students
provide practical
centered for
vocabulary
how to write structured
sentences.
methods
teachingandelementary-aged
students
themeParticipants
will learn
implement
in their
centered
vocabulary
andmethods
how to they
write can
structured
sentences.
classroomswill
immediately.
Handouts
willcan
be provided.
Participants
learn methods
they
implement in their
classrooms immediately. Handouts will be provided.Level: Basic
Wednesday
Wednesday
Thursday
Thursday
Friday
Friday
___________________________________________
Level: Basic
___________________________________________
T6
Perseverance Strategies to Help Struggling Students Meet
T6
the Demands of Common Core State Standards
Perseverance
Strategies
to
Help
Struggling
Students Meet
Jim Grant, SDE (Staff Development for Educators),
the
Demands of Common Core State Standards
Peterborough, NH
Jim Grant, SDE (Staff Development for Educators),
Peterborough,
NHare able to overcome academic difficulties and
Some students
be successful, why? They possess grit! Grit enables students
Some
students are able
to overcome
difficulties
and
to "stay-the-course"
when
the going academic
gets rough.
Learn about
bethe
successful,
They mindset,
possess grit!
Grit enables
students
effect ofwhy?
a growth
developing
resiliency,
the
to grit/effort
"stay-the-course"
when
going
rough.
LearnYou
about
connection,
and the
GRIT
and gets
student
stamina.
will
thelearn
effect
growth
mindset,
developing
resiliency, and
the
howofto ahelp
students
acquire
tenacity, self-control,
grit/effort
connection, and GRIT and student stamina. You will
perseverance.
learn how to help students acquire tenacity,Level:
self-control,
and
Intermediate
perseverance.
___________________________________________
Level: Intermediate
___________________________________________
33
3333
HOURS:
HOURS:
9:30 AM – 6:00 PM
9:30 AM – 6:00 PM
9:30 AM – 6:00 PM
9:30 AM – 6:00 PM
9:30 AM – 3:00 PM
9:30 AM – 3:00 PM
THURSDAY
T4
Early Childhood
T4Early Childhood Indicators of Latent Print Early
Childhood
/Reading
Early
Childhood
Indicators
of
Latent
Print
/Reading
Disabilities: Milestones, Interventions and Outcomes
Disabilities:
Milestones, Interventions
and
Outcomes
Martha Wells-Hammond,
PATINS/ICAM,
Jasper,
IN
Martha
PATINS/ICAM,
Jasper, IN
SandiWells-Hammond,
Mahl, PATINS, Columbus,
IN
Sandi Mahl, PATINS, Columbus, IN
Delay in identification of reading disabilities can impede a
Delay
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The
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can
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academic
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and
will reading
demonstrate
improve
future
skills. high and
low-tech interventions to improve future reading skills.
Level: Basic
Level: Basic
___________________________________________
10:15 AM – 11:15 AM
T7
Early Childhood
Enhancing Early Brain Development in the Early Years
Through Emergent Literacy
Michaela Cole, Ph.D., Our Lady of the Lake University, San
Antonio, TX
Jean Kueker, Ph.D., Devry University, San Antonio, TX
“Can we make a PowerPoint?!” Structuring Student
Research Projects
Bruce Miller, Landmark School, Manchester, MA
Many students, especially those with learning disabilities or
executive functioning difficulties, need explicit instruction to
complete a research project. Through lecture, discussion,
student work samples and audience participation, this session
will explore strategies to structure the research and writing
demands to ensure student success.
Level: Basic
This session will focus on the importance of early brain
development, essential components of responsive care, and
how providing language-rich learning experiences lays the
foundation for literacy and brain development. The presenters
will describe how education students provided intensive
language/ literacy experiences through individual sessions with
children at a community center serving at-risk Hispanic
children.
Level: Intermediate
___________________________________________
T10
Related Disorders
Determine Behavior Readiness for the Classroom: The
Student Inventory for Behavior Support (SIBS) Makes
These Decisions Easier
John Caliso, Windsor Learning, Inc., St. Paul, MN
THURSDAY
___________________________________________
T8
Instruction
Boosting Executive Skills in Reading and Writing
Margaret Foster, The Learning Network, Severna Park, MD
As a Special Services Director in the Franklin Lakes School
System in New Jersey, Dr. Caliso was acutely aware that
requests for a ParaEducator as an intervention and resource
for a special needs student was increasing significantly. He
observed that the request and subsequent approval of a
ParaEducator had the following impact for school districts:
increased expenditures, more administrative responsibility for
supervision, increased requirements for the training of
ParaEducators, and ongoing monitoring, supervision, and
support of the ParaEducator. Dr. Caliso sought to address
these issues by creating a program designed to help school
personnel gather objective data on student behavior in order to
quantify the level support needed. This program will outline a
process to report and discuss the data that helps educators
design an effective, appropriate plan of action.
Level: Intermediate
Effective executive functioning is essential to the development
of fluent reading and writing. This presentation will overview
the recent research on EF as it applies to reading and writing
and will offer strategies for boosting the performance of
students with these issues. Practical examples and
opportunities for application will be included.
Level: Intermediate
___________________________________________
___________________________________________
T9
Instruction
34
34
10:30 AM - 12:30 PM
POSTER SESSION 2
Research poster sessions provide an opportunity to find out the results of a variety of recent research studies
and projects related to learning disabilities. Visual displays on poster boards can be viewed and discussed
individually or in small groups with the author(s). Abstracts will be available.
Coordinator: Steven Russell, Ph.D., Governors State University, University Park, IL
_________________________________________________________________________
Decoding the Most Common Words
Michael Milone, Ph.D. Academic Therapy Publications, Placitas, NM
The ability to decode the most common words is a critical reading skill. This poster session will show the results of a study
of how well students in kindergarten through third grade can decode the 100 most common words. The results are both
surprising and informative for both general and special educators.
A Case Study of a Youth Sport Coach’s Behaviors When Coaching Athletes with Different Learning Needs
Robbi Beyer, Ph.D., California State University, Los Angeles, CA
Tiffanye M. Vargas, Ph.D., California State University, Long Beach, CA
Margaret M. Flores, Ph.D., Auburn University, Auburn, AL
This poster presentation will describe and discuss a coach's various behaviors when coaching children with different
learning needs. Specifically, the research sought to discover the types of coaching behaviors that occurred during youth
sport practices, and if a coach's behaviors changed if a child demonstrated characteristics of a hidden disability.
_________________________________________________________________________
The Utility of Transition Services in K-12 Schools
Emily Williams, Ph.D., New Mexico Highlands University, Rio Rancho, NM
This poster session will present findings from a recent study looking at parent perceptions of transition services for
adolescents with special needs. Special attention will be given to children with learning disabilities, ADHD, and emotional
disturbance in this presentation.
_________________________________________________________________________
What Factors Contributed to the Over-Representation of ELLs (English Language Learners) in Special Education
as LDs in a Local School District?
EunMi Cho, Ed.D, LDA Professional Advisory Board, California State University, Sacramento, CA
After all of the data from 250 English language learners with LDs had been tabulated along with the data analysis from the
interviews of parents, general/special education teachers, school psychologists, and therapists of the school district, the
investigator was able to decide the degree of influence each factor contributed to the determination of LD diagnosis. In
determining the influence of each factor, the investigator compared the procedures used by the local school district
personnel with those recommended by federal, state, district and professional agencies. The presenter will discuss these
findings.
_________________________________________________________________________
“Should I Get Help?” The Motivation of College Students with Disabilities to Utilize the University Support
Services
Rachel Meyer, Ph.D., Ursuline College, Pepper Pike, OH
Avi Kaplan, Ph.D., Temple University, Philadelphia, PA
This study investigated college students with disabilities and their motivation to seek academic services in a college
campus setting. The poster session will examine how students with disabilities understand what it means to have a
disability in college and explore the motivation to disclose a disability and the considerations around utilizing or not
utilizing university support services.
_________________________________________________________________________
3535
THURSDAY
_________________________________________________________________________
10:30 AM - 12:30 PM
10:30 AM - 12:30 PM
POSTER SESSION 2 (continued)
POSTER SESSION 2 (continued)
Teach This, Not That! A Framework for Selecting Accommodations to Teach Common Core for Students with
Teach This, Not That! A Framework for Selecting Accommodations to Teach Common Core for Students with
Denise Skarbek, Ph.D., Saint Leo University, Saint Leo, FL
Karen Hahn, Ph.D., Saint Leo University, Saint Leo, FL
Denise Skarbek, Ph.D., Saint Leo University, Saint Leo, FL
Karen Hahn, Ph.D., Saint Leo University, Saint Leo, FL
Implementation of Common Core State Standards necessitates using accommodations for students with learning
disabilities.
Too often
teacher candidates
select
extra time
or peer buddies
an accommodation.
This poster
will
Implementation
of Common
Core State
Standards
necessitates
using as
accommodations
for students
withsession
learning
provide
a
framework
for
identifying
accommodations
for
students
with
learning
disabilities
and
activities
on
how
to
apply
disabilities. Too often teacher candidates select extra time or peer buddies as an accommodation. This poster session will
the
framework.
provide
a framework for identifying accommodations for students with learning disabilities and activities on how to apply
THURSDAY
the framework.
_________________________________________________________________________
Proposed Macro_________________________________________________________________________
epigenetics Nutrition Intervention Course for Parents of the Child with Learning Disabilities
Renee
Dufault,
Food
IngredientNutrition
and Health
Research Institute,
Naalehu,
HIof the Child with Learning Disabilities
Proposed
Macro
epigenetics
Intervention
Course for
Parents
Renee Dufault, Food Ingredient and Health Research Institute, Naalehu, HI
The poster session will present on the need for the development of a macro epigenetics based nutrition intervention
course
for parents
of children
who on
have
disabilities
with autism,
delay,based
and ADHD.
The poster
session
will present
thelearning
need for
the development
of adevelopmental
macro epigenetics
nutrition intervention
course for parents
of children who have learning disabilities with autism, developmental delay, and ADHD.
_________________________________________________________________________
_________________________________________________________________________
Preparing Teachers of Students with Learning Disabilities: Restructuring Program Content and Activities
Theresa
Quigney,
Ph.D.,
Clevelandwith
State
University,
Cleveland,
OH
Preparing
Teachers
of Students
Learning
Disabilities:
Restructuring
Program Content and Activities
Theresa Quigney, Ph.D., Cleveland State University, Cleveland, OH
In light of the increased existence of alternative certification in special education, this poster presentation will focus on the
In light
the increased existenceconventional
of alternativeteacher
certification
in special
education, The
this poster
presentation
will on
focus
on theof
need
for ofreforming/restructuring
education
programs.
discussion
will focus
aspects
need for
reforming/restructuring
teacher
programs.
Thewith
discussion
willemphasis
focus on aspects
of
teacher
preparation
which shouldconventional
be emphasized
in education
university-based
options,
particular
on program
teacher and
preparation
should be emphasized in university-based options, with particular emphasis on program
activities
curricularwhich
content.
activities and curricular content.
_________________________________________________________________________
_________________________________________________________________________
Evaluating Patterns of Strengths and Weaknesses on the KTEA-3 to Better Understand Subtypes of Learning
Evaluatingamong
Patterns
of Strengths
and of
Weaknesses
on the
KTEA-3 to
Better Understand Subtypes of Learning
Disabilities
a National
Sample
Children with
Diagnosed
LDs
Disabilities
among
a
National
Sample
of
Children
with
Diagnosed
LDs
Kristina Breaux, Ph.D., Pearson, San Antonio, TX
Kristina
Breaux,
Ph.D.,
Pearson,
SanUniversity,
Antonio, TX
Tara
Guerriero,
Ph.D.,
West
Chester
West Chester, PA
Tara Guerriero,
Ph.D., San
WestAntonio,
Chester TX
University, West Chester, PA
Frances
Frey, Pearson,
Frances Frey, Pearson, San Antonio, TX
Understanding individuals with learning disabilities from the perspective of patterns of strengths and weaknesses is an
Understanding individuals with learning disabilities from the perspective of patterns of strengths and weaknesses is an
important step forward for the field because it recognizes the heterogeneity within LD categories and underscores the
important step forward for the field because it recognizes the heterogeneity within LD categories and underscores the
need for individualized approaches to intervention. Attendees will learn how to organize and use the results from a
need for individualized approaches to intervention. Attendees will learn how to organize and use the results from a
diagnostic
achievement test more effectively in order to obtain greater diagnostic clarity and plan more effective
diagnostic achievement test more effectively in order to obtain greater diagnostic clarity and plan more effective
interventions.
interventions.
_________________________________________________________________________
_________________________________________________________________________
General
Beliefs to
to Work
Workwith
withStudents
Studentswith
withDisabilities
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and Self-Efficacy
Self-Efficacy Beliefs
Ajay
Das,
Ajay
Das,Ph.D.,
Ph.D.,Murray
MurrayState
StateUniversity,
University,Murray,
Murray, KY
KY
Ajay
Singh,
Ajay
Singh,Western
WesternState
StateColorado
ColoradoUniversity,
University, Gunnison,
Gunnison, CO
CO
This
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self-efficacy beliefs
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Thisstudy
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concerns and
students
The major
major findings
findingswere
werethat
thatnearly
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India had
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disabilities.
_________________________________________________________________________
_________________________________________________________________________
Bringyour
yourcoffee,
coffee,wander
wander among
among the
the displays, meet
Bring
meet the
the researchers,
researchers,discuss
discusstheir
their
researchinthe
the informal
informal forum of the POSTER
researchin
POSTER SESSIONS.
SESSIONS.
Abstracts will
will be
be available.
available. Open
Abstracts
Open to
to all
all attendees.
attendees.
36
3636
11:30 AM – 12:30 PM
T15
Ask the Experts
Patricia Latham, J.D., LDA President, Washington, DC
T11
Post-Secondary
Kurzweil and Dragon – A Dynamic Duo When Writing the
Collegiate Research Paper
Debbie Carlton, University of the Ozarks, Clarksville, AR
This interactive session will provide the audience with a
wonderful opportunity to "ask the experts!" Our panel will field
questions about employment, education, and any other legal
issues that affect individuals with learning disabilities. The
"team" can offer information on the courts' interpretations of the
IDEA, ADA, and Section 504 from the vantage points of a
wealth of professional experience.
Level: All
Writing research papers is an integral part of most college
student’s education. However, for a student with a learning
disability, this task can seem overwhelming or impossible. In
this session, features from Kurzweil and Dragon Naturally
Speaking will be demonstrated and how a student with a
reading and writing disability can write a research paper using
these two programs.
Level: Basic
___________________________________________
___________________________________________
T16
Early Childhood
Musical Pathways to Early Literacy: A Joyful Journey with
Text
Amanda Montgomery, DMusEd, University of Alberta,
Edmonton, Alberta, Canada
You don't need to be hidden away as a monk to experience for
yourself the link between meditation and memory
improvement. The primary type of meditation practiced in
many Western countries was shown in research to thicken the
cortex. This type of meditation is called mindfulness/meditation
and it increases your focus and memory. There will be
opportunities to practice mindfulness with practical handouts
available.
Level: Basic
This hands-on workshop will share recent research on music
and early literacy that highlights the importance of creating
joyful spaces for working on phonological awareness and
fluency especially with children at risk (ages 4-7). Actively
explore pedagogical implications from this research to help
support your emerging readers through song.
Level: Intermediate
___________________________________________
___________________________________________
T17
Cultural Diversity
STEM Methods and Materials for Culturally/Linguistically
Diverse Students with Learning Disabilities
Patricia Peterson, Ph.D., Northern Arizona University,
Flagstaff, AZ
T13
Parents/Families
Creating Change in a School System through ADHD
Education and Community Liaisons
Chris Dendy, Child Development Specialist, Cedar Bluff, AL
Demonstration and examples of culturally/linguistically diverse
STEM (areas of Science, Technology, Engineering and Math)
methods and teacher-made curriculum materials providing
success for Hispanic and Native American students with
learning disabilities will be presented. Directions for making
these culturally appropriate teacher-made materials will be
provided to assist teachers in developing their own culturally
linguistically responsive materials for diverse students in their
communities.
Level: Intermediate
The plan for implementing a successful “ADHD Initiative” in an
uneducated community will be presented. Six years ago,
children were screened for learning disabilities only; neither
OHI nor Section 504 were considered. Today, major change
has occurred through liaisons with a superintendent, physician,
community college, service club, and ADHD education
programs.
Level: Basic
___________________________________________
___________________________________________
T14
Technology
Wired life: Online Tutoring for LD/ADHD Students
Jennifer Cohen, Jenn Cohen Tutoring, Dallas, TX
T18
Post-Secondary
The Method of Mentoring: Individualized Support for
Higher Education
Lynn Neaves, West Virginia Wesleyan College, Buckhannon,
WV
Teresa Buckner, West Virginia Wesleyan College,
Buckhannon, WV
Online tutoring makes quality learning available to students
everywhere. This is especially relevant to LD/ADHD students
who may need niche services not offered locally. Participants
will learn how online tutoring works, as well as the pros and
cons of the medium for students with special needs.
Level: Basic
This session will discuss individualized support systems for
college students with learning disabilities. Due to the vast
diversity of challenges that individuals with LD face, it is
important to tailor support to meet individual needs. A
professional mentoring program offering a one-on-one
relationship can be one key to success.
Level: Basic
___________________________________________
_________________________________________
3737
THURSDAY
T12
Mental Health
Mindfulness/Meditation: A Technique for Improved
Learning
Barbara Guyer, Ed.D, Marshall University, Huntington, WV
1:45 PM – 3:00 PM
T19
Instruction
Helping Students Develop Their Vocabulary and
Communication Skills
Donna Knoell, Ph.D., Educational Consultant, Shawnee, KS
T22
The speaker will offer strategies to help students increase their
vocabulary and communication skills, including ideas for
helping ELL’s (English Language Learners) and students from
disadvantaged socio-economic backgrounds. Strategies will
be effective for all students – students identified with learning
disabilities, students with potential learning difficulties, and
students in regular classrooms without L.D. identification.
Handouts will be provided.
Level: Basic
Through humor and sharp observation, the presenter will share
a story that is half biography and half musing on the nature of
success. He suggests a think-different-succeed-different
approach to students with LD. He insists on doing what people
tell him is impossible.
Level: Basic
Combined Session
From High School Dropout to Harvard
John Rodrigues, Claremont, CA
A Voice for Those with Learning Disabilities
Melissa Dugan, Dripping Spring TX
___________________________________________
THURSDAY
Adult/Transition
Its story time...lessons learned to pass on and questions and
answers. This session will be a give and take conversation.
Level: Basic
T20
Mental Health
Brain Fitness Programs: Buy or Buyer Beware?
Jerome Schultz, Ph.D., LDA Professional Advisory Board,
Harvard Medical School, Needham, MA
Pam Cook, ABC Advocacy Central, Pittsburgh, PA
___________________________________________
T23
Instruction
Are You Thinking What I’m Thinking? : Questioning
Techniques to Help Kids Comprehend Their Reading
Lindsay Wyman, Eagle Hill School, Greenwich, CT
Maria DiPalma, Eagle Hill School, Greenwich, CT
Maureen Nisch, Eagle Hill School, Greenwich, CT
Computer-based programs designed to increase working
memory and other cognitive functions have flooded the emarketplace in the past few years. A neuropsychologist and
member of the LDA Professional Advisory Board will team up
with
a
super-sleuth
special
education
advocate,
consultant/author to share what they've learned about the
effectiveness of these tools for children, adolescents and
adults with learning disabilities and ADHD. Think of this as CSI
Brain Fitness. Leave with lots of resources and a set of
consumer guidelines.
Level: Intermediate
This session will delve into the types of questions students
need to ask themselves in order to foster the deepest level of
comprehension possible and form the frameworks necessary
to take their point of view and connect it to skills such as
summarizing, inferring, and visualizing.
Level: Basic
___________________________________________
___________________________________________
T21
Instruction
How Close is Close Reading? Evidence Based Reading
for the Adolescent Student
Doreen Saccomano, Ed. D., Marist College, Poughkeepsie,
NY
Linda Hatfield, Ed. D., Middletown City School District,
Pawling, NY
T24
Mental Health
Learning Disabilities and ADHD: Learning From and
Letting Go - Navigating the Mindfields
Melinda Parrill, Ph.D., Developmental Psychologist, Cornwall,
United Kingdom
I can’t get it out of my head ….. BUT YOU CAN! The minimum
requirements
are
self-regulation/control,
executive attention, working memory, and
constructive mind-talk, all problems for those
with ADHD. Within this presentation the
impact of these deficits on learning from and letting go and
how to address in those with ADHD will be described and
discussed.
Level: Basic
Explanation of close reading will be discussed. The complexity
of text, skill of the reader and the task to be completed helps
determine how to read a passage closely. Factors will be
outlined to help teachers make decisions about how to read
closely and practice developing close reading questions.
Level: Basic
___________________________________________
___________________________________________
T25
Instruction
Getting More Out of Fluency Practice
Judith Fuhrman, Riverside Unified School District, Moreno
Valley, CA
Join LDA
Today!
There is more to fluency instruction than repeated reading.
Learn easy techniques to breathe life into your classroom
fluency routine that will improve expression, phrasing,
accuracy, and speed.
Level: Intermediate
www.LDAAmerica.org
___________________________________________
3838
1:45 PM – 3:00 PM
T26
Perspectives on Universal Design and Online Teaching of
Teachers
Manju Banerjee, Ph.D., Landmark College, Putney, VT
Geoff Burgess, Landmark College, Putney, VT
T27
Technology
Understanding Apps and Tablets Accessibility: Back to
the Basics
Carolyn Phillips, AMAC/Tools for Life @ Georgia Tech,
Atlanta, GA
Martha Rust, AMAC/Tools for Life @ Georgia Tech, Atlanta,
GA
Using illustrative case studies/vignettes, this session will offer
practical understanding of challenges, opportunities, and
perspectives on Universal Design (UD) and online teacher
training. Based on experiences from a yearlong online/blended
certificate program on UD and assistive technology, the
presenters will discuss UD online for teachers from participant
and instructor perspectives.
Level: Basic
During this presentation, participants will learn the basic
differences between an iOS, Android, and Microsoft tablets
and their accessibility. Participants will come away with at least
3 resources that will assist them in understanding the basics.
They will have the opportunity to try out these items first hand.
Level: Intermediate
___________________________________________
__________________________________________
Visit the Exhibit Hall
3:00 PM – 3:30 PM
Light refreshments will be served
3939
THURSDAY
Take a break . . . . a
refreshment break!
3:30 PM – 4:30 PM
T28
Instruction
Improved Student Outcomes Using Hill's RTI Professional
Development Model
Shary Maskel, The Hill Center, Durham, NC
T32
Early Childhood
Let's Sign: Sign Language to Enhance Communication
and Promote Positive Behavior
Lillian Hubler, Time to Sign, Inc., Indiatlantic, FL
Training teachers in Hill Center's RTI professional development
model is paying off in improved student outcomes in a rural NC
school district.
Administrators, teachers and learning
specialists work together to plan and implement this successful
3 Tier intervention model. Focusing on prevention, early
intervention and continuous progress monitoring has led to
improved student outcomes in this 3 year pilot project that uses
multi-sensory structured language strategies and mastery
learning as keys to success.
Level: Basic
Participants will learn how to use sign language to make
positive and healthy social environments as well as the use of
sign language as a bridge for Infants through Pre-K with
learning disabilities to communicate. Sign language is used to
enhance language and literacy through the use of stories, play,
songs and games.
Level: Basic
___________________________________________
T33
Let's Get Active in Our Learning
Shelly Chandler, Beacon College, Leesburg, FL
THURSDAY
___________________________________________
T29
Urban Education
Bullying: Let’s Look at the Bigger Picture
Susan Miller, Davis School District, Bountiful, UT
Instruction
Beacon College is the first institution of higher learning to offer
BA degrees exclusively to students with learning disabilities.
This session will not only explain the learning-centered model
and methods used that lead to a 4 year graduation rate of
77%, but will also engage the participants during the session
by using the actual learning model during the presentation.
Level: Intermediate
Awareness of bullying? Check. Whole school approach?
Check. Consequences for the bully? Hmm. Protect the victim?
Well, don't they like the attention? Increase supervision? Too
much money? Empower bystanders? How about a video of the
poor pitiful victim getting abused? Reinforcing? Bullying is
complicated. Obviously. Nevertheless, effective research is
there for our use. The bully pool is a diagram that puts the best
of that research into an easy to understand picture will be
discussed.
Level: Basic
___________________________________________
Have you signed up for
LDA’s monthly publicpolicy focused
___________________________________________
T30
Post-Secondary
Academic Coaching: Building Life Skills and Learning
Strategies
Sandy Maynard, Catalytic Coaching, Washington, DC
Scott Wilbur, Next Level Transition Consulting LLC,
Alexandria, VA
New s-in-Brief
e-newsletter?
This session will provide the basics of Academic Coaching.
Participants will learn how to foster student success skills,
facilitate goal clarification and motivate students toward
scholastic achievement.
Level: Basic
Visit our website and
sign up today – for free!
___________________________________________
T31
Technology
Evaluating, Choosing, Adapting and Using Apps for
Students with Learning Disabilities
Nancy Bley, Park Century School, Culver City, CA
www.LDAAmerica.org
Participants will learn how to apply their understanding of
learning disabilities to choosing and using apps in the
instructional program. The Mac and IOS tablets will be the
primary operating systems but, where applicable, use on other
operating systems will be included. Specific attention will be
paid to how and why the same app may or may not be the best
choice for a particular student. Handouts will be provided and
there will be time for discussion and sharing.
Level: Basic
___________________________________________
4040
3:30 PM – 4:30 PM
T34
Cultural Diversity
Improving Educational Attitudes of Diverse Females with
Disabilities
Patricia Matthews, Ed.D., LDA Professional Advisory Board,
University of Utah, Salt Lake City, UT
Tracey Matthews, Utah Museum of Fine Arts, Salt Lake City,
UT
T36
Instruction
Applications of Technology: Using Apps in the Science
Classroom
Thomas Ferko, Ph.D., California Baptist University, Riverside,
CA
Doreen Ferko, Ph.D., California Baptist University, Riverside,
CA
The culturally sensitive empowerment curriculum presented,
integrates art projects exploring the artistic expressions of the
world’s cultures, to build positive educational attitudes with
diverse adolescent females in special education and at-risk
programs in the United States. Participants will actively engage
in the use of the curriculum in small groups.
Level: Basic
Since the iPad was introduced in 2010 many apps have been
developed that can be used directly or indirectly to aid students
as they learn various science concepts. The presenters will
survey various apps, including some written specifically for the
science classroom, and others, such as popular games that
are designed for a general audience but are based on scientific
principles. Applications for students with disabilities will be
emphasized as well as connections to the National Science
and Common Core standards.
Level: Basic
___________________________________________
___________________________________________
While students with LD/ADHD are usually well prepared
academically for college, there is often a large gap between
that academic preparation and the reality of life as a college
student. Tools for preparing students to be effective learners
and members of the college community will be presented.
Level: Intermediate
___________________________________________
LDA is Proud to Present
The 2014 Keynoters
Wednesday: Catherine Collier
Thursday: Marshall Raskind
Friday: Sheryl Burgstahler
You w on’t be disappointed!!!
4141
THURSDAY
T35
Post-Secondary
Who's in Charge Here? Effective Transition to College for
Students with LD/ADHD
Arlene Stewart, Ed.D, Clemson University, Clemson, SC
4:45 PM – 5:45 PM
T37
Instruction
Let's Help Students Tell the Whole Story! Strategies for
Scaffolding Narrative and Expository Writing of
Elementary and Middle School Students
Peter Harris, Landmark School, Manchester, MA
T41
Early Childhood
I Can Read Songs: A Simple, Joyous, Effective Early
Literacy Intervention
LaDonna Wicklund, I CAN READ Non-profit, Coralville, IA
Songs, gifted to you, help children build a cache of thirteen
high-utility words for reading, writing, looking at print, and
writing messages. Research, review theory, and practice
strategies to boost children in literacy skills will be presented.
Attendees will discover how especially helpful for children with
focusing, memory problems and difficulty building a sight
vocabulary can be.
Level: Basic
Students who compose under-developed compositions do not
produce sufficient text to meet the demands of standardized
testing. This session will cover personal narrative writing
instructional strategies as well as how to incorporate narrative
snapshots into typical expository essay writing assignments
common in state testing. Handouts will be provided.
Level: Basic
___________________________________________
THURSDAY
___________________________________________
T42
Instruction
Peer Perceptions of Social Skills in Friendship Building:
Implications for Students with Disabilities Across Grade
Levels
Melinda Pierson, Ph.D., California State University Fullerton,
Fullerton, CA
Erica Howell, Ph.D., California State University Fullerton,
Fullerton, CA
T38
Post-Secondary
Rules of 4: A Brief Independent Skills Program
Chris Schnieders, Ph.D., The Frostig School, Pasadena, CA
David Seiler, The Frostig School, Pasadena, CA
A summer program was implemented for high school
graduates with learning disabilities to provide a condensed
experience in independent living. Overall, the effect was
positive;
however,
unanticipated
challenges
altered
effectiveness. The celebrations and concerns of providing
post-secondary opportunities to students with learning
disabilities will be shared.
Level: Basic
The perceptions of necessary social skills for friendships were
examined for elementary and junior high students with and
without disabilities. Presentation attendees will learn about
study findings and gain knowledge on social skills activities
and lessons that address social deficits for students with and
without disabilities.
Level: Basic
___________________________________________
T39
Reading Assessments: A Foundation for an RTI Model
Kristi Mileski, Read Naturally, El Segundo, CA
___________________________________________
T43
Post-Secondary
Postsecondary School Accommodations: Who Receives
Them and What’s Their Influence on Postsecondary
Completion for Students with Learning Disabilities? A
National Perspective
Lynn Newman, Ed.D., SRI International, Menlo Park, CA
Joseph Madaus, Ph.D., University of Connecticut, Storrs, CT
Response to Intervention (RTI) is gaining acceptance as an
effective collaboration between special and general education.
Attendees will learn how Read Naturally assessments can be
used within a tiered RTI model to make informed instructional
decisions for struggling readers.
Level: Basic
___________________________________________
This session will provide a national picture of the receipt of
postsecondary accommodations and supports by students with
learning disabilities, and will identify the linkages between
postsecondary accommodation and support receipt, and
increased persistence and completion for college students with
learning disabilities. Findings presented will be based on the
National Longitudinal Transition Study-2.
Level: Basic
T40
Frequently Asked Questions About Section 504
Gerald Hime, Section 504 Hearing Officer, Huntington Beach,
CA
A major issue that confronts general and special educators is
ensuring that students with disabilities are provided equal
opportunity and access to all aspects of the school
environment. Unfortunately mistakes are made and blame is
laid. This session will aid in the avoidance of these situations.
Level: Intermediate
___________________________________________
___________________________________________
LDA POLICY
learning disabilities, it is LDA’s policy not to recommend or endorse any one specific diagnostic or
4242
4:45 PM – 5:45 PM
T44
Cultural Diversity
Effective Strategies for Teaching Academic Vocabulary in
the Content Areas to Culturally and Linguistically Diverse
Students with Exceptional Learning Needs
Angela Sencibaugh, Valley Park School District, St. Louis,
MO
Joseph Sencibaugh, Ph.D., Webster University, St. Louis,
MO
T45
Instruction
Adolescents Versus Content: Embedding Literacy
Strategies into Content Classes
Judith Fontana, Virginia Department of Education, George
Mason University, Fairfax, VA
Demanding curriculum and adolescent literacy data support
targeted strategic instruction in secondary classrooms. This
session will explore and experience research-based
vocabulary and comprehension strategies that transcend
content, select strategies to use before during and after
instruction or reading that promote understanding, organization
and recall of content; and embed strategies to enhance
learning and differentiation.
Level: Intermediate
This session will synthesize a compendium of best practices of
research-based strategies for teaching academic vocabulary to
English language learners (ELLs) with exceptional learning
needs. Participants attending this session will learn the
differences between Tiers 1, 2 and 3 vocabulary as identified in
the Common Core State Standards in addition to specific
procedures for explicitly teaching academic vocabulary
instruction to culturally and linguistically diverse students.
Level: Basic
_________________________________________________
___________________________________________
THURSDAY
Join LDA today
and become a volunteer
at the local, state
and/or national levels!!
www.LDAAmerica.org
4343
LDA STATE AFFILIATES/CONTACTS
ALABAMA
Tamara Massey Garrett,
Montgomery
ARIZONA
Rob Crawford, Glendale
ARKANSAS
Becca Green, Little Rock
CALIFORNIA
Arline Krieger, Claremont
COLORADO
Jill Marrs, Littleton
WASHINGTON, DC
Lorie Preheim
FLORIDA
Mark Halpert, Coral Springs
Cathy Einhorn, Boynton Beach
LOUISIANA
Jo Ann Lorusso, New Orleans
OHIO
Mary Ellen Martin, Springfield
MAINE
Gene Maxim, Randolf
OKLAHOMA
Linda Modenbach, Tulsa
MARYLAND
Peggy Densford, St. Inigoes
OREGON
Laura Rosal, Lake Oswego
MASSACHUSETTS
Aaron Smith, Peabody
Joshua Del Viscovo, Abington
PENNSYLVANIA
Debbie Rodes, Mt. Wolf
MICHIGAN
AnnetteLalley, Lowell
Annette Puleo, East Lansing
MINNESOTA
John Sweeney, Plymouth
MISSOURI
Pam Kortum, St. Louis
GEORGIA
Joan Teach, Atlanta
MONTANA
Mark Taylor, Billings
HAWAII
Neal Aoki, Honolulu
NEBRASKA
Deb Carlson, Omaha
ILLINOIS
Pat Glatz, Chicago
NEVADA
Candy Von Ruden, Reno
INDIANA
Mary Tremmel, Terre Haute
NEW HAMPSHIRE
Beverly Boggess, Canterbury
IOWA
Richard Owens, Sioux City
NEW JERSEY
Leslie Rubinstein, E. Brunswick
KANSAS
Charity Zeigler, Merriam
NEW YORK
Mike Helman, Kenmore
KENTUCKY
Steve Noble, Louisville
NORTH CAROLINA
John Willson, Balsam
44
44
PUERTO RICO
Iluminada Sanchez, Toa Baja
SOUTH CAROLINA
Analisa Smith, Chapin
SOUTH DAKOTA
Margie Neuebauer, Chamberlin
TENNESSEE
Joy Sue Marsh, Germantown
TEXAS
Jean Kueker, Burton
UTAH
Craig Hiatt, Provo
VIRGINIA
Mary Webster, Richmond
WASHINGTON
Liz Smith, Woodinville
WEST VIRGINIA
Lori Dubrawka, Charleston
WISCONSIN
Diane Sixel, Kiel
FRIDAY, FEBRUARY 21
8:30 AM – 9:30 AM
Keynote Session
“Universal Design:
How do Students with Learning Disabilities Benefit?”
Sheryl Burgstahler, Ph.D.
Director, UW Accessible Technology & DO-IT, UW-IT
Affiliate Professor, Education
University of Washington
Seattle, WA
Within the education community there are growing levels of discussion about the application of
universal design to curriculum and instruction for the purpose of making education products
and environments more welcoming and accessible to all students. Leaders in this area
encourage instructors to use multiple means of representation, expression, and engagement in their classes. But, how,
specifically, do students with learning disabilities benefit from the universal design approach? This keynote
presentation will share the history, philosophy, definition, and principles of universal design and give examples of
universal design strategies that benefit students with learning disabilities at K-12 and postsecondary levels.
FRIDAY STRANDS
F11, F25, F32
F2, F20
F3, F14, F30
Mental Health
F1, F19, F40
F7, F31
Parents/Families
F5, F12, F14, F18, F21, F30
Correctional
Education/Justice System
F1, F19, F25, F36
Post-Secondary
F3, F9, F15, F18, F27, F33
Cultural
F26, F39
F21, F34
Early Childhood
F2, F20
Related Disorders
F3
Instruction
F4, F6, F8, F10, F13, F15,
F17, F22, F23, F24, F28, F29,
F35, F38
Technology
F16, F34, F37
Legal
F1, F27, F36
Urban Education
F1, F4, F17, F31
45
45
FRIDAY
Adult Transition
FRIDAY, FEBRUARY 21
10:15 AM – 1:00 PM
F1
10:15 AM – 1:00 PM
Mental Health
Learning Disabilities and the Juvenile Justice System
James Barrett, Ph.D., Psychologist, Cambridge Health Alliance, Instructor of Psychology in
Psychiatry Harvard Medical School, Cambridge, MA
Steve Magalhaes, Detective, Cambridge Police Department Juvenile Division, Cambridge, MA
Youth with learning disabilities are at increased risk for involvement with the juvenile justice system. It is important that
professionals who work with these youth are aware of the ways in which special education law and educational and mental
health assessments can be utilized to advocate for them. Further, it is critical that these youth are connected with appropriate
diversionary services and supports rather than placed in secure detention. Dr. Barrett and Detective Magalhaes work
together in Cambridge Safety Net, a collaborative of mental health, police, school and afterschool designed to identify at-risk
youth and link them to appropriate services and supports. They draw upon years of experience working together to
demonstrate that partnerships across law enforcement, mental health and schools can produce effective avenues for helping
youth with special needs stay out of detention and in the community getting the support they need.
Participants will learn the ways in which learning and intellectual disabilities contribute to youth risk for involvement in the
juvenile justice system; participants will learn how the results of safety and psychological assessments can be utilized to
advocate for youth with learning disabilities who have engaged in a delinquent act; participants will learn how juvenile
diversion can be utilized as an alternative to lock-up or secure placement for youth with LD; participants will learn concrete
ways to develop collaborations and partnerships across schools, mental health and law enforcement in the service of
supporting youth with special needs.
Level: All
This session generously funded by the Philip Harris Memorial Fund
FRIDAY
________________________________________________________________________________________
F2
10:15 AM – 1:00 PM
Preterm Birth and Perinatal Risk Factors for Learning Disabilities
Marilee C. Allen, M.D., Professor of Pediatrics, The Johns Hopkins School of Medicine, Co-Director
of the NICU Developmental Follow-up Clinic, The Kennedy Krieger Institute, Baltimore MD
Advances in neonatal intensive care have improved infant mortality rates, but survivors have an
increased risk for the whole spectrum of neurodevelopmental disorders, including learning disability. For preterm
survivors, their risk increases with decreasing gestational age and severity of complications of prematurity. For critically ill
full term neonates, survivors who do not develop cerebral palsy or intellectual disability also have an increased risk of
learning disability and school problems. Many perinatal and neonatal risk factors that are associated with major disability
have also been associated with later learning disability. Individual perinatal and neonatal risk factors do not predict
specific neurodevelopmental outcomes. These risk factors should be viewed more broadly as red flags calling for more
focused follow-up through school age.
Level: All
This session generously funded by the New Hampshire Charitable Foundation
________________________________________________________________________________________
4646
FRIDAY, FEBRUARY 21
10:15 AM – 11:45 AM
F3
Related Disorders
Learning Disabilities, ADHD, and Psychiatric Disorders:
Understanding Co-Morbid Challenges and Interventions in
Higher Education
Manju Banerjee, Ph.D., Landmark College, Putney, VT
Loring Brinckerhoff, Ph.D., Educational Testing Service,
Princeton, NJ
F7
Conceptualizing, Assessing and Fostering Integrative
Thinking in the Classroom and Therapy Room
Warren Rosen, Ph.D, Rush University Medical Center,
Skokie, IL
This presentation will comprise a conceptualization of
integrative thinking. The presenter will discuss neurological
systems underlying processes involved in integrating ideas,
clues that suggest that a student shows challenges in
synthesizing, ways to investigate and assess such abilities in
the classroom, and pointers for nurturing integrative thinking
across academic domains.
Level: Advanced
This session will provide participants with an understanding of
the academic challenges specific to co-occurring conditions
such as LD, ADHD, and psychiatric disorders in adolescents
and adults. Key components within a disability service office
such as: disability documentation review; student intake;
accommodation determination and service delivery will be
discussed.
Level: Intermediate
___________________________________________
F8
Instruction
How Do I Teach this Word? Effective Vocabulary Methods
for All Learners
Greg Conderman, Ed.D, Northern Illinois University, DeKalb,
IL
Laura Hedin, Ph.D, Northern Illinois University, DeKalb, IL
C. Sheldon Woods, Ph.D, Northern Illinois University, DeKalb,
IL
___________________________________________
F4
Instruction
Fifteen Behavioral Adaptations for Student Success in the
Common Core
Beverley Johns, MacMurray College, Jacksonville, IL
Come to this session to learn about fifteen evidence-based
behavioral adaptations and how those adaptations can be
utilized every day within the classroom. Participants will be
provided with multiple examples of how they can apply these
adaptations to the common core standards to improve student
performance.
Level: Basic
This hands-on session will present a variety of evidence-based
instructional methods that teachers at all levels can use to
promote vocabulary acquisition for students. The session will
include methods and examples that general and special
educators can use in various content areas, grade levels, and
instructional settings.
Level: Basic
___________________________________________
F5
Parents/Family
Helping Students Take Control of Everyday Executive
Functions - The Attention Fix
Paula Moraine, The Highlands School, Bel Air, MD
___________________________________________
Executive functions are fundamental to everyday experiences
in our thinking, our emotions, and our actions. The goal of this
presentation will be to provide the knowledge, understanding,
and ability to take control of the everyday experience of
executive function. Participants will engage in thinking about
the tools needed to understand executive function; consider
approaches based on individualized insight; and be
empowered to perceive the role of executive function in a new
perspective.
Level: Basic
Entering the field of Disability Services can be overwhelming.
Learning to navigate the political climate of a campus while
serving students can be tricky. Covering everything from the
application and intake process to strategies to retain students,
these seasoned practitioners will provide the information
needed to lay a strong foundation.
Level: Basic
___________________________________________
___________________________________________
F6
Instruction
I Hate Reading: How to Motivate the Unmotivated Reader
Amy Forshey, Ph.D, Indiana Wesleyan University, Marion, IN
Anita Manwell, Ed.D, Indiana Wesleyan University, Marion, IN
Angela Leffler, Indiana Wesleyan University, Marion, IN
Karla Karr, Indiana Wesleyan University, Marion, IN
Special Focus Sessions…
Do you have students who struggle during reading? This
session will explore motivation to read in both academic and
leisure settings. Learn about nontraditional reading materials
and secrets that may engage even the most frustrated reader.
We will complete engaging activities as we work together to
inspire lifelong readers.
Level: Basic
___________________________________________
These sessions are selected presenters with
topics of focused interest for conference
attendees
47
47
FRIDAY
F9
Post-Secondary
What Every New Disability Services Provider Should Know
on a College Campus
Shelley Ducatt, Texas Tech University, Lubbock, TX
Tamara Mancini, Texas Tech University, Lubbock, TX
Larry Phillippe, Texas Tech University, Lubbock, TX
FRIDAY, FEBRUARY 21
F10
10:15 AM – 1:00 PM
TABLE TALK FOR TEACHERS
Table Talk provides an opportunity for educators to participate in several mini-sessions. Each topic will be presented
several times and attendees will be able to choose three of these topics during the time period.
Coordinator: Jean Lokerson, Ph.D., Virginia Commonwealth University, Richmond, VA
_______________________________________________________________________________________________
The Collaborative Social Studies Classroom
Paul Mazzuca, Stevenson High School, Lincolnshire, IL
Ryan Hutchins, Stevenson High School, Lincolnshire, IL
The DATA Method in High School
David Polsinelli, Archbishop Curley High School, Baltimore,
MD
Kathleen Maskell, Archbishop Curley High School, Baltimore,
MD
Cheryl Jose, Archbishop Curley High School, Baltimore, MD
Strategies for collaboration of mainstream history and special
education teachers will be shared. Examples of joint planning
for, differentiated assessments, reading and writing instruction,
and learning targets for students with IEPs that use the
strengths of both teachers will be included.
________________________________________
A successful approach to individualized consultation using a
model providing four areas of focus will be described. The
DATA Method focuses on discussion, assistance, teaching,
and accountability. Use of the Method to guide consultation will
be shared and benefits and challenges discussed.
________________________________________
Occupational Therapy Intervention for Children with
Reading Difficulties: A Pilot Study
Lenin Grajo, Saint Louis University, St. Louis, MO
RTI in Math: Evidence-Based Interventions
Linda Forbringer, Southern Illinois University, Edwardsville, IL
Based on a pilot study, use of The Occupation of Reading
Practice Model (ORPM), to increase children's feelings of
reading self-efficacy, as well as strategies for providing
meaningful student participation and engagement, will be
described.
________________________________________
What interventions support students struggling with
mathematics? See how to implement the What Works
Clearinghouse recommendations for increasing students’
understanding of whole numbers, fractions and problemsolving. Strategies, materials, resource lists and summary
handouts will be shared.
________________________________________
FRIDAY
Simple Strategies for Helping Students with Learning
Disabilities
Jill Stowell, Stowell Learning Center, Irvine, CA
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Susan B. Kahn, Consultant, Waltham, MA
Simple learning strategies can make a big difference for
struggling students. Learn strategies for reading, spelling,
math, writing, and tests, as well as controlling attention,
reducing internal distraction and building organization and
follow-though. Designed to make a difference NEXT WEEK!
________________________________________
The research of Orton, Eide, and Deshler, which has shown
that dyslexics and ELL students can learn to spell well enough
that spell checkers could recognize and correct their efforts,
will be summarized. Once the students feel secure enough to
share their talents, techniques to teach spelling effectively will
be modeled.
(Product oriented presentation.)
________________________________________
MAKING THE GRADE: Grading Guidance for Students with
LD
Cyndi Short, Clear Creek Independent School District, TX
Brain Injury: Supporting Students Through Transition and
Beyond
Cynthia Pahr, EduCLIME, LLC, San Diego, CA
Limited federal/state guidance for determining grades for
students with disabilities can leave districts vulnerable and
parents unsure of the value of those grades. How one district
developed procedures for determining grades that are
meaningful, communicative, data-driven, and defensible.
________________________________________
The dynamics of brain function and the impact of brain injury
on learning will be addressed. Ways to qualify students for
services post-injury and related school issues will be shared
and both interventions and accommodations to help students
move forward with long term needs will be described.
(Product oriented presentation.)
________________________________________
General Safety in the Special Ed Classroom
Kathy Espinoza, Keenan & Associates, Riverside, CA
Back Pain: Working with children with special needs can be
stressful and unpredictable. It becomes harder when your back
hurts. Back pain occurs to 80% of us and is the number one
reason people leave the Special Education teaching
environment. You will learn how to come to the job prepared
to avoid injury. Don't let back pain put an end to your career.
________________________________________
4848
FRIDAY, FEBRUARY 21
12:00 PM – 1:00 PM
F11
Adult/Transition
Leaders, Visionaries and Dreamers: Extraordinary People
with Learning Disabilities
Paul Gerber, Ph.D., Virginia Commonwealth University,
Richmond, VA
F14
Update on the Washington Scene
Shirley Hilts-Adams, Co-chair of the LDA Public Policy
Committee, Utica, NY
Pat Lillie, LDA Past President, LDA Board of Directors, Cochair of the LDA Public Policy Committee, Chapel Hill, NC
Maureen Swanson, LDA Healthy Children Project Director,
Pittsburgh, PA
The findings of an investigation of 12 individuals with LD will be
presented and discussed. These people are exemplars in their
respective fields (science, business, literature, politics and
sports) currently making notable contributions to their fields as
well as American culture. Findings have been derived from
interviews based on research findings from the last 25 years.
Implications for professional practice and adult adjustment to
the beyond-school years will be conveyed.
Level: Intermediate
Get first-hand information from LDA's eyes and ears in
Washington, on legislative and regulatory issues that affect
children, adults and individuals with specific learning
disabilities, as well as parents and professionals. Presenters
will provide a brief overview of current federal activities in
which LDA is engaged, including federal appropriations,
reauthorization of the Elementary and Secondary Education
Act (ESEA) and IDEA, Common Core State Standards,
adolescent literacy legislation, testing accommodations,
transition, changes in GED Testing, employment and
workforce issues, and environmental issues. Discussion will be
held on federal legislation's influence on state and local
policies.
Level: All
___________________________________________
F12
Parents/Families
Surviving ADHD- " A Family Affair"
Wanda Manning, Neurology Child and Adult PC, Mobile AL
Leslie Cain, Apelah, Brandon, MS
Karen Smith, Faith Academy, Saraland, AL
This session will be an honest look at ADHD and how it affects
all of those connected with the "Diagnosed Child". It will be a
rare look into one family's journey and how each coped with
ADHD within their family system. It will surprise you how each
person looked at this diagnosis and how long after childhood
ended, the affects that still linger and how this family made it
through and came out stronger and definitely more educated
on the other side!
Level: Basic
___________________________________________
F15
Post-Secondary
Using Current Research on the Brain to Improve Study
Habits
Philip Levin, Ph.D., UCLA/The Help Group, Sherman Oaks,
CA
___________________________________________
F13
Instruction
Teaching Mathematical Problem Solving Using Cognitively
Guided Instruction and Graphic Organizers to Students
with Learning Disabilities
Joseph Sencibaugh, Ph.D, Webster University, St. Louis, MO
Angela Sencibaugh, Valley Park School District, St. Louis,
MO
Cognitively guided instruction (CGI) embeds self-regulated
strategies in structured routines by enabling students to
monitor, evaluate and reflect. Participants will learn how to
incorporate cognitive strategy instruction for improving the
learning and performance of math problem-solving and
reasoning skills by facilitating information processing through
visual representations.
Level: Basic
___________________________________________
F16
Technology
Learning Ally: New VoiceText and Teacher Ally
Mary Alexander, Learning Ally, Dallas, TX
To ensure continued support in serving students with print
disabilities, educators will be introduced to Learning Ally’s
Teacher Ally program and VoiceText feature. During the
presentation they will be instructed on how to best implement
these tools along with DAISY accessible reading content in the
classroom, home, or higher education setting.
Level: Basic to Intermediate
___________________________________________
___________________________________________
LDA POLICY
learning disabilities, it is LDA’s policy not to recommend or endorse any one specific, diagnostic or
4949
FRIDAY
This practical session will focus on the combating the common
myths and misperceptions that students utilize while studying.
Neuropsychological labs at many universities have studied the
effects of a variety of variables on learning and memory.
However, these effects are rarely translated directly to the
homework experience. This session will tackle questions like
where students should study, whether they should listen to
music while studying, and how to make the homework session
as efficient as possible.
Level: Basic
FRIDAY, FEBRUARY 21
12:00 PM – 1:00 PM
F17
Instruction
Building BRIDGES: Teaching U.S. History and Reading
th
Skills to 8 Grade Students with Learning Disabilities
Rollanda E. O’Connor, Ph.D, University of CaliforniaRiverside, Riverside, CA
F18
Post-Secondary
How Can I Possibly Pay for College?
Julia Frost, Jones Learning Center, University of the Ozarks,
Clarksville, AR
Paying for college can be a daunting task for anyone, but for a
student with a learning disability the challenges can be even
greater. Topics covered will include being the type of student
who will qualify for scholarships, what financial aid is and how
to access it, and online sites that assist in locating
scholarships.
Level: Basic
How do students with LD in middle school
master the concepts of United States History,
which requires reading multisyllabic words,
learning new vocabulary, and analyzing history texts and
historical documents? This session will describe the small
group instruction and present sample lessons for developing
students’ reading skills and history knowledge concurrently.
Results will be shared regarding what students learned from
each procedure and their learning growth in relation to typical
peers.
Level: Intermediate
___________________________________________
___________________________________________
The Learning Disabilities Foundation of America:
A source of strength through commitment
FRIDAY
The Learning Disabilities Foundation of America (formerly ACLD Foundation) was established
in 1979 to support and strengthen the activities of the Learning Disabilities Association of
America. A Trust Agreement exists between the Foundation and BNY Mellon, Pittsburgh,
Pennsylvania, as Trustee.
This Trust is established for the support of charitable, scientific, literacy and educational
purposes. These purposes include services of identification, evaluation and education for LD
children and adults.
The Learning Disabilities Foundation of America provides funds for LDA, for research,
education and broadcasting the base of public awareness in the field of LD.
For further information, please contact:
Learning Disabilities Foundation of America
4156 Library Road, Pittsburgh, PA 15234
Email: [email protected]
50
50
FRIDAY, FEBRUARY 21
2:00 PM – 5:30 PM
F19
2:00 PM – 5:30 PM
Mental Health
SUBSTANCE ABUSE: A PROBLEM NOT TO BE MISSED OR IGNORED
DANGER: Individuals with learning disabilities are at a higher risk for alcohol misuse or abuse and
for drug misuse or abuse than their peers. Ignoring or not reacting to the early warning signs will only
make the situation worse. Parents and educators must be alert to the problem, informed and know
how to respond.
Introduction to the Workshop and Relevance of the Topic
Larry B. Silver, M.D. Past President of LDA, LDA Professional Advisory Board, Clinical Professor of Psychiatry (Retired),
Georgetown Medical Center, Washington, DC
Collaboration with the, Family, Juvenile Court Services, and Police to Develop a Comprehensive, Intervention
and Treatment Program
Ron Hume, M.S. Executive Director, 360 Youth Services, Naperville, IL
Collaboration within a Community Hospital
Michael Warren, CDAC, Northwest Community Hospital, Arlington Heights, IL
A Parent’s Story
Jeanne Davies, Tarpon Springs, FL
Level: All
This session generously funded by the Philip Harris Memorial Fund
________________________________________________________________________________
F20
2:00 PM – 5:30 PM
Learning Disabilities – Detection, Prevention and Early Intervention
Issues in Pregnancy that May Result in Learning Disabilities and the Need for Early Identification
Mary L. O’Connor Leppert, M.D., Physician, Division of Neurology and Developmental Medicine, Kennedy Krieger
Institute, Baltimore, MD
The Importance of Early Intervention and Family Engagement in the Development of Literacy Skills
Gabrielle Miller, Ed.D., Executive Director, Raising a Reader, Mountain View, CA
Genetic Conditions that May Affect Learning
Jeffrey Gruen, M.D., Professor of Pediatrics (Neonatology) and of Genetics, Yale School of Medicine, New Haven, CT
Level: All
This session generously funded by the New Hampshire Charitable Foundation
________________________________________________________________________________
51
51
FRIDAY
Although the specific causes of learning disabilities have not fully been identified, recent advances in
the fields of genetics and early intervention have provided new clues into the neuro-biological
mechanisms that contribute to learning disabilities. This exciting new research will be the basis for
this panel on Detection, Prevention, and Early Intervention in Learning Disabilities. The panel will address a range of
issues resulting in better outcomes, including the role of genetics, issues in pregnancy and maternal health, early
identification, and the importance of early intervention and family engagement in the development of literacy skills.
FRIDAY, FEBRUARY 21
2:00 PM – 3:00 PM
F21
Real Schools, Real Teachers: A Problem-Solving Clinic
Steven Russell, Ph.D, Governors State University, University
Park, IL
Jean Lokerson, Ph.D, Virginia Commonwealth University,
Richmond, VA
Mary Webster, Richmond, VA
California Representative to be announced
F25
Correctional Education/Justice System
Correctional Education: The Connection Between
Learning Disabilities and the Incarcerated Adult
Keith Morgan, Principal, Windham School District, Abilene, TX
Toni Becktold, Instructional Specialist, Windham School
District, Snyder, TX
Although we don't have to deal with cheerleader moms or fundraisers, our classrooms have a higher propensity for impulsive
behavior, deficiencies in cognitive/emotional development,
histories of educational failure, and certainly a higher per
capita population of students with learning disabilities. But
there's hope! This presentation will be an informational lecture,
sharing the inside of the educational environment to which few
people have access. It is adult education on a very specialized
level of expertise...and calling. You will get a glimpse at the
prison culture, and hear statistical data that is difficult to
swallow. But more than anything else, there will be stories of
unequivocal success, criminal offenders who have found
positive achievements; individuals with learning disabilities who
dropped out of school, but find in prison the opportunities to
complete their education and, for some, the chance to enroll in
college programs!
Level: Basic
For the eighteenth year, a panel of well-known authorities in
teacher preparation, supervision, and related areas will give
participants the opportunity to ask questions and receive
answers to problems and issues related to the provision of
services for students with learning disabilities. Of particular
emphasis will be "how" to deal with teachers and other
professionals to "get what you want."
Level: Basic
___________________________________________
F22
Instruction
Responsibility Increases Self-Esteem: An Effective
Program to Promote Socially Acceptable Behavior
Donna Konkolics, Maplebrook School, Armenia, NY
The Responsibility Increases Self-Esteem program is a
structured school-wide program that combines the principles of
operant conditioning and aspects of character education to
help teach students the social skills that enable them to
overcome everyday challenges. Research has demonstrated
there exists a direct link between a healthy self-esteem and
socially responsible behaviors. For more than twenty years,
the structure and support of this program has helped to
eliminate socially unacceptable behavior.
Level: Basic
___________________________________________
F26
Cultural Diversity
Inclusive Education in Three East Asian Countries (China,
South Korea and the Philippines): Are the Teachers
Prepared?
EunMi Cho, Ed.D, LDA Professional Advisory Board,
California State University, Sacramento, Vacaville, CA
Ajas Das, Ph.D., Murray State University, Murray, KY
The purpose of this quantitative (survey design) and qualitative
(interview) study was to determine the level of teachers’ and
teacher candidates’ competence (knowledge and confidence)
in working with students with learning and behavior disabilities.
The findings from this study will have strong implications for
teacher education programs, not only in the United States, but
abroad also.
Level: Intermediate
FRIDAY
___________________________________________
F23
Instruction
Engage in a Conversation with the Keynote Speaker
Sheryl Burgstahler, Ph.D., University of Washington, Seattle,
WA
Join Sheryl Burgstahler and other conference
attendees in an informal discussion of
applications of universal design and specific
topics presented in her keynote address.
Level:All
_________________________________________
The leading parent-based advocacy
organization for learning disabilities is
alw ays looking for new volunteers.
___________________________________________
F24
Instruction
Teaching Multiplication and Division Facts to the Wholeto-Part, Visual Learner
Christopher Woodin, Landmark School, Manchester, MA
Join LDA today and volunteer at the
local,
state and/or national levels.
Learn to provide students with a way to store, access, and
express multiplication and division facts through multimodal
activities that utilize visual and kinesthetic processing. The
techniques presented support various learning styles and
culminate in the ability to learn, compare, and express math
facts in an accurate and fluent manner.
Level: Intermediate
www.LDAamerica.org
___________________________________________
5252
FRIDAY, FEBRUARY 21
2:00 PM – 3:00 PM
F27
Post-Secondary
Accommodations for High-Stakes Tests: Legal and
Practical Considerations
John Hosterman, Ph.D, LDA Professional Advisory Board,
Pearson VUE, Bloomington, MN
Patricia Latham, J.D, LDA President, Washington, DC
F28
Instruction
“Do I Have to Write?” Self-Monitoring Methods to Assist
Struggling Writers
Patricia O'Malley, Kennedy Krieger Institute, Baltimore, MD
Are the Common Core State Standards and the need to
improve student writing causing apprehension? This session
will offer hands-on activities to design and implement effective
writing interventions through the development of students’ selfmonitoring skills. Learn how to assess writing performance,
quantify student rate of improvement, and evaluate an
intervention’s impact.
Level: Intermediate
This session will discuss legal concepts related to
accommodations on high-stakes exams, followed by a
discussion of necessary documentation to support
accommodations requests. Finally, the session will explore
case examples of "reasonable" and “unreasonable” requests,
and how these may impact not only access but also test
security and test validity.
Level: Intermediate
___________________________________________
___________________________________________
Make Your Conference Work for You!
LDA has prepared these great tips for attendees – we hope you find these hints helpful in
planning for a wonderful learning experience.
Don’t go around the block. LDA has secured a block of rooms at a special rate. Rooms not
utilized in our block impacts LDA financially, so please keep this in mind when booking your
rooms.
Save money. Register on or before January 27, 2014 to receive the early bird registration
fee.
Dress in layers. Meeting room temperatures fluctuate throughout the day. Heating and
cooling systems are not always reliable so pack a sweater or jacket.
Please put all cell phones in vibrate or off mode. If you must take a call, step totally out
of the room before speaking on your phone.
5353
FRIDAY
Choose wisely. Be certain to select both a first choice and a second choice when
registering for conference sessions to ensure that you get a seat in the sessions.
FRIDAY, FEBRUARY 21
F29
3:15PM
PM–– 5:30
5:30PM
PM
3:15
TALK FOR
FOR TEACHERS
TEACHERS
TABLE TALK
Table Talk provides an opportunity for
for educators
educators to
to participate
participate in
in several
severalmini-sessions.
mini-sessions.Each
Eachtopic
topicwill
willbe
bepresented
presented
several times and attendees will be able
able to
to choose
choose three
three of
of these
these topics
topicsduring
duringthe
thetime
timeperiod.
period.
Coordinator: Jean Lokerson, Ph.D.,
Ph.D., Virginia
Virginia Commonwealth
Commonwealth University,
University,Richmond,
Richmond,VA
VA
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Assistive Technology and Writing
Johanna Posey, Scenic View Academy,
Academy, Provo,
Provo, UT
UT
7KH
7KH3DVW
3DVW the
the Future):
Future): Helping
Helping Students
Students with
with LD
LD be
be
Successful
Successfulin
inMath
Math
Lucretia
LucretiaGabriel,
Gabriel,Beacon
BeaconCollege,
College,Leesburg,
Leesburg,FL
FL
Scott
ScottHughes,
Hughes,Beacon
BeaconCollege,
College,Leesburg,
Leesburg,FL
FL
Kevin
KevinChandler,
Chandler,Ed.D.,
Ed.D.,Beacon
BeaconCollege,
College,Leesburg,
Leesburg,FL
FL
Can students who experience repeated
repeated failure
failure in
in putting
putting their
their
ideas on paper, learn to be independent
independent writers?
writers? Learn
Learn how
how to
to
teach them to be successful using 77 easy
easy steps
steps that
that will
will be
be
shared. Ideas for guiding students in
in using
using digital
digital media
media while
while
adhering to the Common Core will also
also be
be shared.
shared.
________________________________________
________________________________________
Ideas
Ideas for
for creating
creating environments
environments that
that help
help students
students reduce
reduce
anxiety
anxiety inin mathematics
mathematics classes
classes will
will be
be shared.
shared. InIn addition,
addition,
specific
specificmethods
methodsand
andstrategies
strategiestotoreduce
reducemathematics
mathematicsanxiety
anxiety
and
and thus,
thus, to
to promote
promote success
success for
for students
students will
will also
also be
be
suggested.
suggested.
________________________________________
________________________________________
An Introduction
Introduction to
An
to Orton
Orton Gillingham
Gillingham Reading
Reading
Ginny Simank,
Simank, Dallas
Ginny
Dallas Academy,
Academy, Dallas,
Dallas, TX
TX
Shari Schukraft,
Schukraft, Institute
Shari
Institute for
for Multi-Sensory
Multi-Sensory Education,
Education,
Northville, MI
MI
Northville,
Continued
Continuedonto
ontonext
nextpage…
page…
FRIDAY
Research-based activities
Research-based
activities for
for aa hands-on,
hands-on, balanced
balanced approach
approach
to reading
reading that
that meet
meet RTI
to
RTI guidelines
guidelines and
and the
the needs
needs of
of students
students
with learning
learning disabilities
disabilities will
with
will be
be shared.
shared. Multi-sensory
Multi-sensory miniminilessons will
will be
be used
used to
lessons
to show
show reading
reading decodable
decodable words,
words, as
as well
well
as creating
creating and
and teaching
as
teaching lessons.
lessons. Locating
Locating further
further resources
resources
will also
also be
be addressed.
addressed.
will
(Product oriented
oriented presentation.)
(Product
presentation.)
________________________________________
________________________________________
Save time
time ––
Effective Strategies
Strategies to
Effective
to Improve
Improve Reading
Reading Behaviors
Behaviors
Amy Conner
Conner Love,
Love, Clarion
Amy
Clarion University
University of
of
Pennsylvania, Clarion,
Clarion, PA
Pennsylvania,
PA
Lorie Taylor,
Taylor, Clarion
Clarion University
Lorie
University of
of Pennsylvania,
Pennsylvania, Clarion,
Clarion, PA
PA
Sally
Sentner,
Clarion
University
of
Pennsylvania,
Sally Sentner, Clarion University of Pennsylvania, Clarion,
Clarion, PA
PA
Highlights of
of research-based
research-based high-impact
Highlights
high-impact teaching
teaching behaviors
behaviors
and
strategies
that
can
be
implemented
in
and strategies that can be implemented in the
the classroom
classroom to
to
improve reading
reading behaviors
improve
behaviors of
of students
students will
will be
be shared.
shared. The
The
impact effective
effective teaching
impact
teaching behaviors
behaviors and
and strategies
strategies can
can have
have on
on
reading behaviors
behaviors of
reading
of students
students with
with specific
specific learning
disabilities
will be addressed.
will be addressed.
________________________________________
________________________________________
register
register on
on line!
line!
Teaching Non-Readers to Read, Comprehend, & Write
Teaching Non-Readers to Read, Comprehend, & Write
Myung-sook Koh, Eastern Michigan University, Ypsilanti, MI
Myung-sook Koh, Eastern Michigan University, Ypsilanti, MI
Sunwoo Shin, Oakland University, Rochester, MI
Sunwoo Shin, Oakland University, Rochester, MI
Moon-Hwan Yeo, Korean Cognitive Institute, Seoul, Korea
Moon-Hwan Yeo, Korean Cognitive Institute, Seoul, Korea
www.LDAAmerica.org
www.LDAAmerica.org
A research-based approach to the teaching of reading,
A research-based approach to the teaching of reading,
comprehension, and writing, including 68 sequenced
comprehension, and writing, including 68 sequenced
intervention activities based on cognitive learning theory will be
intervention activities based on cognitive learning theory will be
shared. In addition, there will be an opportunity for attendees to
shared.
In addition, there will be an opportunity for attendees to
learn and practice some of these strategies for later use with
learn
and
practice some of these strategies for later use with
their own students.
their own
students.
________________________________________
________________________________________
54
5454
FRIDAY, FEBRUARY 21
FRIDAY, FEBRUARY 21
3:15 PM – 5:30 PM
3:15 PM – 5:30 PM
TABLE TALK FOR TEACHERS (Cont.)
TABLE TALK FOR TEACHERS (Cont.)
An Overview of Learning Disabilities and Strategies
An Overview
Learning
Disabilities
and Strategies
Yvette
Romero,of
Special
Education
Program,
Brea, CA
Yvette
Romero,
Special
Education
Program,
Brea,CA
CA
Maria
Morales,
Special
Education
Program,
Brea,
Maria Morales, Special Education Program, Brea, CA
“Listen Timmy! Don't be lazy!” No, that is the old-school way of
“ListenToday
Timmy!we
Don't
lazy!”
that our
is the
old-school
wayso
of
thinking.
arebe
able
to No,
modify
teaching
styles
thinking.
Today Learning
we are able
to modifytoour
teaching
styles
so
they
can learn.
strategies
help
students
with
they can
learn. Learning
to help
with
learning
disabilities
learn in strategies
the classroom
willstudents
be shared.
learnstrategies
in the classroom
will utilize
be shared.
Participants
will leave with
that they can
when
Participants
will students.
leave with strategies that they can utilize when
working
with their
working with their students.
No Fraction Left Behind: Connecting Concrete to Abstract
No Fraction
Left Behind:
Connecting
Concrete to
Abstract
George
McDermott,
Ph.D.,
IMC LLC, Education
Services
George in
McDermott,
Agency
Cicero, IN.Ph.D., IMC LLC, Education Services
AgencySaada,
in Cicero,
IN. IMC LLC, Education Services Agency in
Nivan
Ph.D.,
Nivan Saada,
Ph.D., IMC LLC, Education Services Agency in
Cicero,
IN.
Cicero, IN.
Rational numbers, decimals, and percents will be explored with
Rational numbers,
and percents will
explored
with
hands-on
activitiesdecimals,
using manipulatives.
Thebevalue
of various
hands-on
manipulatives.
value of
models
to activities
increase using
fractional
fluency will The
be shared
as various
students
models to convert,
increase and
fractional
fluency
willnumbers
be shared
as students
compare,
calculate
using
between
0 and
compare, convert, and calculate using numbers between 0 and
1. Participants will leave with variety of sample activity plans.
1. Participants will leave with variety of sample activity plans.
(product oriented presentation.)
(product oriented presentation.)
________________________________________
________________________________________
Learning Disabilities in a College Preparatory Setting: How
Learning Disabilities in a College Preparatory Setting: How
DoDo
WeWe
Meet
Student Needs and Provide Support?
Meet Student Needs and Provide Support?
Kate
Stearns,
Kate Stearns,Mount
MountSaint
SaintJoseph
JosephHigh
High School,
School, Baltimore,
Baltimore,
MDMD
________________________________________
________________________________________
Mentoring
the ADHD
ADHDStudent
Student
Mentoring the
Les
Redick, Calgary
CalgaryAcademy,
Academy,Calgary,
Calgary,Alberta,
Alberta,Canada
Canada
Les Redick,
Educators
Educatorsin incollege-preparatory
college-preparatorysettings
settingshave
have students
students who
who
learn
differently.
learn
differently.They
Theyneed
needthe
thetools
toolsand
and strategies
strategies to
to help
help
support
support and
and accommodate
accommodate those
those students
students who
who learn
learn
differently.
differently.Ways
Waysteachers
teacherscan
canaccommodate
accommodate assessments
assessments
and
classwork
and
classworkwill
willbebeshared
sharedsosopositive
positiveoutcomes
outcomes can
can occur
occur
in in
these
students.
these
students.
________________________________________
________________________________________
There
will be
be aa brief
brief discussion
discussionofofwhat
whatADHD
ADHDis,is,and
andhow
howit it
There will
reveals
itself
in
the
classroom.
The
attendees
will
better
reveals itself in the classroom. The attendees will better
understand
the condition
condition and
andsome
someofofthe
thetools
toolsteachers
teachersand
and
understand the
parents
need to
to help
helpmanage
managestudents
studentswith
withADHD.
ADHD.
parents need
________________________________________
________________________________________
Did you
you rem
remem
ember
ber to . . .
Did
It’snot
nottoo
toolate!!
late!! Details
Details on
on all
all of
of the
the above
above are
It’s
are in
in the
the back
backof
ofthis
thisbook!
book!
See you
you in
in Anaheim
Anaheim in
See
in February!
February!
55
5555
FRIDAY
registerfirst
firstand
andsecond
second choices
choices for your
. . . .register
your session
session selections?
selections?
bookyour
yourhotel
hotelroom?
room?
. .. .. .book
bookyour
yourairline
airlineticket?
ticket?
. .. .. .book
buyyour
yourThursday
Thursday luncheon
luncheon ticket?
ticket?
. .. .. .buy
buyyour
yourFriday
Fridaybanquet
banquet ticket?
ticket?
. .. .. .buy
FRIDAY, FEBRUARY 21
3:15 PM – 4:15 PM
F30
Parents/Families
FRIDAY, FEBRUARY 21
Parents as an Important Part of the Collaborative
Educational
Team
F30
Parents/Families
Kaye
Ragland,
Los Angeles, CA
Parents
as anHollywood
ImportantSchool
Part ofHouse,
the Collaborative
Educational Team
Kayereal
Ragland,
School
Angeles, CA
Create
teams!Hollywood
This session
will House,
exploreLos
collaboration
as an
essential component of successful IEP team interactions.
Create real
teams!
session will
explore
collaboration
as an
Parents’
rights
andThis
historical
context
will
be presented.
essentialneeded
component
of successful
IEP teamasinteractions.
Elements
for effective
collaboration,
identified
Parents’
rights will
andbe historical
will be the
presented.
through
research,
included. context
How to develop
specific
Elements
needed
effective collaborative
collaboration, as
identified
skills
necessary
to for
encourage
rather
than
through research,
will be
How to develop the specific
adversarial
relationships
willincluded.
also be included.
skills necessary to encourage collaborative Level:
rather Basic
than
adversarial relationships will also be included.
___________________________________________
Level: Basic
F34
Technology
3:15 PM – 4:15
PM
Infusing an Assessment-Driven Curriculum with
Technology
F34
Technology
Elizabeth
WinstonCurriculum
Preparatorywith
School, New
Infusing
anMendelsohn,
Assessment-Driven
Technology
York, NY
Elizabeth
Mendelsohn,
Preparatory
NewNY
Pax Whitfield,
WinstonWinston
Preparatory
School,School,
New York,
York,
NYVaselewski, Winston Preparatory School, New York,
Megan
Pax
NY Whitfield, Winston Preparatory School, New York, NY
Megan Vaselewski, Winston Preparatory School, New York,
NY
Through the use of case studies, attendees will have the
opportunity to learn about how leaders and faculty members
Through
the use
of case studies,
attendees
have theand
can employ
a continuous
feedback
model will
to assess
opportunity
learnstudents’
about how
leaders and
facultythus
members
understand totheir
technology
needs,
allowing
can
a continuous
modelcurriculum,
to assess analyze
and
thememploy
to design
appropriatefeedback
and effective
understand their students’ technology needs, thus allowing
student responses and progress, and adjust curriculum.
them to design appropriate and effective curriculum, analyze
Level: Basic
student responses and progress, and adjust curriculum.
___________________________________________
Level: Basic
___________________________________________
F31
Urban Education
Examining
Barriers to Gifted Misidentification
for African
F31
Urban Education
American
Males
With to
Learning
Disabilities
Examining
Barriers
Gifted Misidentification
for African
Quornelia
Hypoilte,
Phoenix
University,
Laurel, MD
American
Males With
Learning
Disabilities
___________________________________________
F35
Instruction
Effective Math Instruction for Students with Learning
F35
Instruction
Disabilities
Effective
Math Instruction for Students with Learning
Loreena Parks, Eastern Michigan University, Plymouth, MI
Disabilities
Loreena Parks, Eastern Michigan University, Plymouth, MI
This session will provide a framework for designing effective
mathsession
instruction
for students
with learning
disabilities
in both
This
will provide
a framework
for designing
effective
general
and special
education
Both handouts
math
instruction
for students
withsettings.
in bothand
contact information
be provided.
general
and special will
education
settings. Both handouts and
contact information will be provided.
Level: Intermediate
Level: Intermediate
___________________________________________
Quornelia Hypoilte, Phoenix University, Laurel, MD
This presentation will discuss the barriers to gifted identification
for This
African
American
males the
withbarriers
learning
disabilities.
A
presentation
will discuss
to gifted
identification
literature
review
identifiedmales
a culture
underachievement,
for African
American
with of
learning
disabilities. a
A
normalization
of failure,
anda low
expectations
as impeding
literature review
identified
culture
of underachievement,
a
factors.
The researcher
possible
normalization
of failure,will
andalso
low present
expectations
as solutions
impeding
andfactors.
solicit the
audience's
perception
the issue.
The
researcher
will also on
present
possible solutions
and solicit the audience's perception on the issue. Level: Basic
Level: Basic
___________________________________________
___________________________________________
___________________________________________
FRIDAY
F32
Adult/Transition
F32the #$%^ Do We Do Now? Options forAdult/Transition
What
Adults with
What the
#$%^ Do We Do Now? Options for Adults with
Learning
Disabilities
Learning
Disabilities
Suzanne
Grimshaw,
ScenicView Academy, Provo, UT
Suzanne
Grimshaw,
ScenicView
Academy,
Provo,
Suzette
Bartlett,
ScenicView
Academy,
Provo,
UT UT
Suzette Bartlett, ScenicView Academy, Provo, UT
F36
Legal
F36
Legal
The First Five Years of a Child’s Life Counts
The
YearsLos
of aAngeles
Child’sCounty
Life Counts
Lee First
Baca,Five
Sheriff,
Sheriff’s Department,
Lee Baca, Sheriff, Los Angeles County Sheriff’s Department,
Monterey Park, CA
Monterey Park, CA
LD or ASD: Your students, family members or clients were
LD diagnosed
or ASD: Your
members
or clientsadults.
were
likely
whenstudents,
young. family
Now they
are becoming
likely diagnosed when young. Now they are becoming adults.
While some will live independently, many will require a variety
While some will live independently, many will require a variety
of ongoing services. This presentation will cover many services
of ongoing services. This presentation will cover many services
currently
available when an individual ages out of the
currently available when an individual ages out of the
traditional
school
system.
traditional
school
system.
Level:
Level: Basic
Basic
The first five years of a child’s life can determine the rest of his
The first five years of a child’s life can determine the rest of his
life. Sheriff Baca’s jail is filled with people who took the wrong
life. Sheriff Baca’s jail is filled with people who took the wrong
path in life. It didn’t have to be that way. Law enforcement
path in life. It didn’t have to be that way. Law enforcement
leaders nationwide know that one of the best ways to keep
leaders nationwide know that one of the best ways to keep
young people
people from
from dropping
droppingout
outofofschool
schooland
andbecoming
becoming
young
criminals
is
to
make
sure
they
have
a
foundation
for
success
criminals is to make sure they have a foundation for success in in
their earliest
earliest years.
years. His
Hisdepartment
departmentis iscoming
coming
force
their
outout
in in
force
to to
support high-quality
high-qualityearly
earlyeducation
educationand
and
care
kids
today
support
care
forfor
kids
today
so so
we can
can lower
lowerthe
thedevastating
devastatingimpact
impactand
and
cost
crime
in the
we
cost
of of
crime
in the
years to
tocome.
come.
years
Level:
Level:
All All
___________________________________________
___________________________________________
F33F33
Post-Secondary
Post-Secondary
What’s
Grit
Got
toto
DoDo
With
What’s
Grit
Got
WithIt?:
It?:Developing
DevelopingSkills
Skillsfor
for
Persistence
in in
Post-Secondary
Persistence
Post-SecondarySettings
Settings
Gayle
Bell,
Denver
Academy,
Gayle
Bell,
Denver
Academy,Denver,
Denver,CO
CO
___________________________________________
___________________________________________
Thissession
sessionwillwillfocus
focusonon the
the “how”
“how” ofof supporting
supporting and
and
This
developing
and
post-secondarypersistence.
persistence.While
While there
there is
developing
gritgrit
and
post-secondary
one-size
model,attendees
attendeeswill
willleave
leavethis
thissession
session with
with
no no
one-size
fitsfits
allall
model,
tools
and
resourcestotoguide
guidethem
theminintheir
theirpursuit
pursuit of
of building
building
tools
and
resources
gritty
students.
gritty
students.
Level: Basic
Basic
Level:
xx What
Whatisisaalearning
learningdisability?
disability?
xx How
Howcan
canadults
adultsfind
findhelp?
help?
___________________________________________
___________________________________________
xx What's
What'sthe
thelatest
latestnews
newsout
outofofWashington?
Washington?
x What are some early warning signs parents can
x What are some early warning signs parents can
look for?
look for?
Find out this and more at
Find out this and more at
www.LDAamerica.org
www.LDAamerica.org
56
56
56
FRIDAY, FEBRUARY 21
4:30 PM – 5:30 PM
F37
Technology
Backpacks to Briefcases - Tech Tools for Success
Heather Baptie, SD#23, Kelowna, British Columbia, Canada
Terry Dobson, Links 2 Learning Online, Kelowna, British Columbia,
Canada
In this highly practical presentation, participants will learn how
technology can help students with learning disabilities maximize their
potential in school and beyond. They will be introduced to a variety of
digital tools that empower students to become independent learners who
can collaborate, solve problems and communicate more effectively.
Level: Basic
___________________________________________
F38
Instruction
"Micro-Discourse" Methods: Strategies for Developing Text
Elaboration
Terrill Jennings, Landmark School, Manchester, MA
This session will outline “Micro-Discourse” strategies, “research-based”
to the extent currently possible, for scaffolding oral and written sentence
and multi-sentence text elaboration skills in struggling language learners
in grades five through high school. Cross-modal techniques for
exploiting interrelationships between listening, speaking, reading and
writing will be illustrated.
Level: Intermediate
___________________________________________
F39
Cultural Diversity
Exploring the Reading Achievement of English Language Learners
Who Participated in the RTI Model
Adrian Jung, Ph.D., California State University Fullerton, Fullerton, CA
Debra Cote, Ph.D., California State University Fullerton, Fullerton, CA
___________________________________________
F40
Mental Health
Developing Strengths and Supporting Success of Children and
Adults with Dyslexia and ADHD Given What We Know About
Differences in the Left and Right Areas of the Brain
Kevin Mottus, LCSW, Private Practice Therapist and Coach, Los
Angeles, CA
This session will provide specific strategies and techniques to develop
strengths, support success and avoid pitfalls given the differences
between the left and right sides of the brain. It is a fun, interesting and
empowering presentation which a cross section of groups will find
helpful and enjoy.
Level: Basic
x Support through local and state
groups and workshops.
x Advocacy through assistance,
training and information.
x Resources on LDA website for
parents, teachers, professionals,
adults, and those new to learning
disabilities.
x News briefings of the week’s top
stories on learning disabilities and
related topics via THE LD
SOURCE, a free, opt-in e-mail
resource.
x News from Washington: Monthly
reports on legislative issues via
News-in-Brief.
x Newsbriefs: LDA’s comprehensive
national newsletter published five
times a year; archived copies are
available on the website back to
2003.
x Comprehensive website featuring
exclusive Members area with
access to leading experts and
online training.
x Discounts on registration for state
and national LDA conferences
and workshops.
x Discount subscription to Learning
Disabilities: A Multidisciplinary
Journal, a peer-reviewed journal
published three times a year.
These are just some of the benefits
of joining LDA!
Check us out today!!
___________________________________________
www.LDAAmerica.org
5757
FRIDAY
The purpose of this study was to examine the relationship between RTI
and the reading acquisition of ELLs. Specifically, this study examined
RTI and its effectiveness and appropriateness for ELLs in a general
classroom setting. In addition, this study examined teacher pre-service
programs in relation to how teachers were prepared to meet the needs
of English Language Learners in settings where targeted reading
instruction was expected. This research will help to inform school
leaders of the impact of RTI on other populations in their schools.
Level: Intermediate
Join LDA Today !!
Anaheim Exhibitors (partial listing)
Alpine Academy……………………………………….....408
Jones Learning Center, University of the Ozarks….104
Alpine Academy is a fully accredited non-public school and residential
treatment center for teenage girls. Our model is designed to teach girls
new skills and how to generalize them to any setting.
http://alpineacademy.org/
The Jones Learning Center provides comprehensive support services to
bright college students with learning disabilities, ADHD, and ASD who
need additional support to demonstrate their knowledge in a traditional
academic environment. Students pay an additional fee for the 1:4 staff
to student ratio. http://admissions.ozarks.edu/academics/jlc/default.asp
Association of Educational Therapists….……..……200
Landmark School…………..….………………………...209
The Association of Educational Therapists (AET) is the national
professional organization dedicated to defining the professional practice
of educational therapy, setting standards for ethical practice, and
promoting state-of-the-art service delivery through on-going professional
development and training programs. http://aetonline.org/
Landmark is a coeducational school offering a full range of personalized
programs for students with language-based learning disabilities in grades
2-12, including a residential program for grades 9-12. Landmark
individualizes instruction for each student and emphasizes the
development of language and learning skills within a highly structured
and
supportive
living
and
learning
environment.
http://landmarkschool.org/
Beacon College………………………….……...………..105
Beacon College is a small liberal-arts college exclusively for students
with
language-based
learning
disabilities
and/or
ADHD.
http://www.beaconcollege.edu/
Learning Disabilities Association of America…416 418
The Learning Disabilities Association of America is a grassroots,
voluntary membership organization that grew out of parent and family
determination to combat the serious and lifelong effects of learning
disabilities. Visit us today to learn of the many benefits of membership.
http://www.ldaamerica.org/
Brehm Preparatory School…………...………..………101
Since 1982, in partnership with families, Brehm has been successfully
teaching students with language-based and complex learning disabilities
to ‘learn how to learn’. Our “family style” 24/7 school is uniquely designed
to foster independence and responsibility. http://www.brehm.org
Life Development Institute……………………………..213
EduClime,LLC……………………………….……………206
Located in Glendale, Arizona, LDI offers fully accredited, high school &
postsecondary programs for higher education capable young adults age
18+ with LD, ADHD, Asperger’s and similar conditions. LDI courses
embed adult content & competencies by integrating practical college
strategies, refining interpersonal communication skills, determining viable
career paths and promoting social responsibility.
Our aim is to provide brain-engaging tools that improve learning potential
and handwriting from 10 minute activities to comprehensive programs.
We
help
you
make
key
changes
in
children’s
lives.
http://www.educlime.com/
The Gow School………………………….………...…….201
Maplebrook School……………………………….……..406
The Gow School is an internationally renowned boarding school for
students with dyslexia or similar language based learning disabilities.
http://www.gow.org/
Maplebrook School is a coeducational international boarding school for
students with learning differences and/or attention deficit disorder
(ADD). Maplebrook is more than strong academics dedicated to the
creation and the nurturing of academic, artistic and athletic skills; but
also a school devoted to the growth and the guidance of the character of
each of our students. http://www.maplebrookschool.org/
Healthy Children Project…….……..…………………..420
In 2002, the Learning Disabilities Association of America created the
HCP to: raise awareness of environmental factors, particularly toxic
chemicals, that can harm brain development; promote policies and
practices to prevent toxic chemical exposures; and build a nationwide
network of LDA members working to protect children’s health and reduce
toxic exposures that may lead to learning disabilities in current and future
generations. http://www.healthychildrenproject.org/
Navajo Jewelry & Crafts………………………………...412
Authentic Navajo and Zumi style hand made sterling silver and turquoise
jewelry and crafts.
Independence Center……………….…..………………107
OPTIONS at Brehm………………………...…………….103
Institute for Excellence in Writing…………………….202
QBS, Inc. ……………………………………………….....204
OPTIONS Transitions to Independence is a comprehensive boarding
program for post-secondary students with complex learning disabilities,
attention disorders and/or executive functioning deficits, offering
instruction and assistance for students who need to further develop
independent living, social, employment and academic skills. As students
transition through the phases of OPTIONS, they develop skills and
acquire the crucial tools necessary for independent life.
http://www.experienceoptions.org/
Established as a nonprofit in 1985, Independence Center is a purposely
small, mainstreamed, transitional apartment living program for young
adults with learning disabilities including, but not limited to LD, ADD,
NLD, OCD and Asperger Syndrome, and excluding retardation and
substance abuse. With the support of highly qualified staff, residents
continue their education and/or work while increasing their independent
living,
vocational,
social
and
communication
skills.
http://www.independencecenter.com/
Safety-care is a competency-based crisis prevention training program for
professional staff who work with individuals who have the potential for
aggressive behavior. http://www.qbscompanies.com/site/index.php
Providing teacher training and curriculum support, Institute for
Excellence in Writing equips K-12 teachers in a method that creates
consistency in writing instruction across the grades. This approach
moves from imitation to invention in incremental stages, and language
acquisition is achieved through developing listening, speaking, reading,
writing and critical thinking skills. http://www.excellenceinwriting.com/
Read Naturally………………………….…………..…….309
Read Naturally provides supplemental reading materials for struggling
readers. Areas addressed include fluency, comprehension, vocabulary
and phonics. http://readnaturally.com/
Irlen Institute International ……….………………...….306
We offer diagnosis and treatment of perceptual processing problems
affecting learning, behavior, and attention using Irlen Colored Overlays
and Spectral Filters. http://irlen.com/
Scenic View Academy…………….…...………………..107
Working together, we help individuals with autism spectrum disorders
and other learning disabilities gain skills that lead to independent and
fulfilling lives by developing best methods and practices, for the benefit of
“the one”. http://svacademy.org/
58
58
Anaheim Exhibitors Cont.
Anaheim
Cont. (partial
(partiallisting)
listing)
Anaheim Exhibitors Cont. (partial listing)
LDA
Exhibit
Hall
LDA Exhibit
ExhibitHall
Hall
LDA
SOAR……………………………………………….……..205
……………………………………………….……..205
SOAR
SOAR
offers
adventureprograms
programstotoyouth
youthdiagnosed
diagnosedwith
with LD
LD and
and ADHD
ADHD
SOAR
offers
adventure
SOAR
……………………………………………….……..205
through
oursummer
summer
program
andyear
round
school,with
TheLD
Academy
at
through
program
and
round
school,
The
Academy
at
SOARour
offers
adventure
programs
toyear
youth
diagnosed
and ADHD
SOAR.
http://soarnc.org/
SOAR.
http://soarnc.org/
through
our summer program and year round school, The Academy at
SOAR. http://soarnc.org/
Book
Publishers
Book Publishers
Publishers
Book
Software
Companies
SoftwareCompanies
Companies
Software
Private
Schools
PrivateSchools
Schools
Private
Post-Secondary
Options
Post-SecondaryOptions
Options
Post-Secondary
Summer
Camps
SummerCamps
Camps
Summer
SummitView
ViewSchool…………………………………….313
School…………………………………….313
Summit
collegepreparatory
preparatory
programaddressing
addressing the
the needs
needs of
of students
students with
with
Summit
View School…………………………………….313
AA
college
program
learning
differences.
http://www.thehelpgroup.org/
A college
preparatory
program addressing the needs of students with
learning
differences.
http://www.thehelpgroup.org/
learning differences. http://www.thehelpgroup.org/
StampingTill
TillDawn………………………………………312
Dawn………………………………………312
Stamping
Thousands
of Till
educational
rubber stamps, stickers, common core strips
Stamping
Dawn………………………………………312
Thousands
of educational
rubber stamps, stickers, common core strips
and flipcharts,
educational games,
paper
products,
t-shirts,
sign
stamps,
stickers,
common
core strips
andThousands
flipcharts,of educational
educational rubber
games,
paper
products,
t-shirts,
sign
language
videos and books. http://stampingtilldawn.com/
and flipcharts,
games, paper products, t-shirts, sign
language
videos andeducational
books. http://stampingtilldawn.com/
language videos and books. http://stampingtilldawn.com/
Sundberg Learning Systems………….…………300, 302
Sundberg
Learning
Systems………….…………300,
302
Sunform
transforms
abstract,
non-phonetic symbols into meaningful,
Sundberg
Learning
Systems………….…………300,
302
Sunform transforms abstract, non-phonetic symbols into meaningful,
phonetic
letters for abstract,
beginning
readers, symbols
writing into
and meaningful,
spelling.
Sunform transforms
non-phonetic
phonetic
letters for beginning readers, writing and spelling.
http://www.sunformalphabet.com/
phonetic letters for beginning readers, writing and spelling.
University of Denver…………………………….……….102
University
ofof
Denver…………………………….……….102
Learning
Effectiveness
Program provides academic support to
University
Denver…………………………….……….102
Learning
Effectiveness
Program
provides
academic
students
with
ADD/ADHD,
learning
disabilities,
or a support
history
Learning
Effectiveness
Program
provides
academic
supportofto
to
students
with
ADD/ADHD,
learning
disabilities,
learning
differences.
http://www.du.edu/studentlife/disability/lep/
students
with
ADD/ADHD,
learning
disabilities,ororaahistory
historyof
of
learning
differences.
learning
differences.
Walden University……………………………………..301
Walden
University……………………………………..301
Online
degrees:
PhD, Masters, Bachelors http://www.waldenu.edu/
Walden
University……………………………………..301
Daily
Features:
Daily Features:
Features:
Daily
Online
degrees:
PhD,
Masters,
Bachelors
Online
degrees:
PhD,
Masters,
Bachelorshttp://www.waldenu.edu/
http://www.waldenu.edu/
Save
time
Save time
time ––
–
Save
Bookstore
*** Bookstore
Bookstore
*
Morning
Coffee
** Morning
MorningCoffee
Coffee
*
Refreshment
Breaks
** Refreshment
RefreshmentBreaks
Breaks
*
Silent
Auction
** Silent
SilentAuction
Auction
HOURS:
HOURS:
HOURS:
Wednesday
Wednesday
9:30 AM – 6:00 PM
Wednesday
9:30 AM – 6:00 PM
Thursday
9:30 AM – 6:00 PM
Thursday
9:30
AM –– 6:00
6:00 PM
PM
Thursday
9:30 AM
Friday
Friday9:30 AM – 6:00 PM
9:30 AM
AM –– 3:00
3:00 PM
PM
Friday9:30
9:30 AM – 3:00 PM
register
online!
register
online!
register online!
www.LDAAmerica.org
www.LDAAmerica.org
www.LDAAmerica.org
59
59
59
59
SPECIAL
YOUNG ADULT WORKSHOP
8:30 AM – 12:15 PM
Volunteers and parents on Saturday may bring their young adult, 16 years and older, for a half-day, creative,
educational workshop. Workshop student must have interest and attention span to function independently in a
small group of peers for the four hours without parents or responsible adults.
Space is limited to 30, so please pre-register (see below). The fee for this session will be collected at the door.
Parents may attend other Conference sessions during this time, if they are registered as a conference
participant but must be at the conference. No groups or drop-offs, please.
To pre-register:
Please register with LDA of California if you want your young adult to attend this session presented by LDA of
California.
e-mail: [email protected], or call (909) 621-1494
for more information and required pre-registration form
The fee of $30 for your young adult to attend this session will be collected at the door.
After 30 applicants, names will be placed on a waiting list.
SATURDAY
SATURDAY STRANDS
Adult Transition
S14
Mental Health
S19
S12, S22
Parents/Families
S3, S6, S10, S11, S15, S22
S12, S13
Post-Secondary
S12, S20, S22
Cultural
S16, S17
S13
Early Childhood
S6
Related Disorders
S11, S12
Instruction
S1, S2, S4, S5, S7, S8, S9,
S16, S18, S21, S23
Technology
S15
Urban Education
S1, S4, S16
Legal
S10
6060
SATURDAY, FEBRUARY 22
S1
8:30 AM – 11:00 AM
8:30 AM – 9:45 AM
Instruction
S5
Instruction
Written Expression - Strategies for Sentence and
Paragraph Writing
Victoria Greene, Language Circle Enterprises, Bloomington,
MN
DOUBLE SESSION
Phonemic Awareness, Phonics and Fun: Intervention
Doesn’t Have to be Boring!
Ann Whitten, LDA Board of Directors, Aiken Learning Lab,
Aiken, SC
BJ Wiemer, Ph.D, LDA Board of Directors, Kirk Day School,
St. Louis, MO
This session will introduce a clear and strong process for
teaching sentence structure and punctuation using eight
graphic symbols. Knowledge and analysis of sentence
structure provide powerful tools that increase students' fluency
and reading comprehension. The concepts and skills are
aligned with the Common Core Standards.
Level: Basic
Learn ways to liven up instruction in essential skills that early
elementary students must master to improve their reading.
Presenters will share creative, multisensory ideas for
strengthening phonemic awareness, introducing phonics
concepts, teaching spelling rules and enhancing spelling
dictations, and providing fluency practice at the word level.
Detailed handouts will be provided.
Level: Basic
___________________________________________
S6
Parents/Families
Know Your Child: Discovering a Child’s Gifts Enables
Parents to Understand What Leads to Success
Joan K. Teach, Ph.D., Dunwoody, GA
Montie Stone, Kids Enabled, Decatur, GA
Beth McGaw, LDA Board of Directors, Dallas, TX
___________________________________________
S2
Instruction
Success Attributes: Road to Success (A Research Based
Solution to Addressing the Needs of the LD Student)
Andrea Lombardi, Frostig Center, Pasadena, CA
Monica Gomez, Frostig Center, Pasadena, CA
Carolyn Wills, Frostig Center, Pasadena, CA
Roberta Goldberg, Ph.D., Frostig Center, Pasadena, CA
Parents have difficulty describing their wonderful child when
society points to his difficulties. Parents will discover their
child’s operational styles, activation initiatives, islands of
competency, and academic achievements to create a learning
profile. This guided interaction helps parents; identify their
child’s
strengths,
supports
weaknesses,
finding
accommodations and interventions necessary for success.
Level: Basic
Presenters will summarize results of the Frostig 20-Year
Longitudinal Study on persons growing up with learning
difficulties, will briefly describe the 6 Success Attributes found
to be predictive of life success for the study group, and will
introduce easy-to-implement school-wide/classroom activities
to foster their development. Several school models will be
shared.
Level: Basic.
___________________________________________
___________________________________________
LDA POLICY
S3
Parents/Families
If Only There Was A Map: Helping Your Child Navigate the
Trail to Adulthood
John Willson, SOAR, Balsam, NC
Jayne May, Castle Valley, UT
While LDA is pleased to present a forum
for presentations and exhibits to benefit
those concerned with learning disabilities,
it is LDA’s policy not to recommend
or endorse any one specific diagnostic or
therapeutic regime, whether it is
educational, psychological, or medical.
You are not alone in trying to help your child navigate the trail
to adulthood. Would you like your kids to be more responsible,
make better choices, and be more compliant? This session
will offer simple, doable processes to encourage healthy
coping skills for your teenage children diagnosed with learning
disabilities.
Level: Basic
___________________________________________
Instruction
SATURDAY
S4
Unmasking Youth At-risk
Sheila Brown, AlphaConcept, LLC, Canton, MI
Participants in this session will leave with a clear
understanding of: “unmasking” the mystique of the motivations
behind poor behaviors and lack of academic progress and
behavior issues as a result of trauma and/or poverty. The selfserving motivators behind inappropriate student behaviors and
strategies to proactively manage the desired response to
expectations.
Level: Basic
___________________________________________
6161
8:30 AM – 9:45 AM
S7
Instruction
Do You See What I See? Harnessing the Strengths of
Visual-Spatial Learners with LD
Elizabeth Currie Shier, Davis Dyslexia Association
International, Oakville, Ontario, Canada
S9
Instruction
You Snooze, You Lose (Active Engagement)
Kim Miller, University of Northern Iowa, Cedar Falls, IA
Amy Lockhart, Ed.D, University of Northern Iowa, Cedar
Falls, IA
Many people with learning disabilities also possess powerful
visual-spatial abilities. History is strewn with contributions from
those who struggled with academics but shone in artistic,
engineering, scientific or business realms. Attend this session
to understand the minds of these students, allow yourself to
experience academics from their perspective and learn simple
but powerful ways YOU can harness their innate abilities to
empower them to become lifelong learners.
Level: Basic
Active engagement is essential to learning. Universal Design
for Learning provides this through multiple means of
representation, expression, and engagement.
This
presentation will showcase these differentiation ideas in
literature discussion groups and projects. Come see “use
tomorrow” applications from co-teachers (elementary general
and special education) and receive units for your classroom.
Level: Intermediate
___________________________________________
___________________________________________
S8
Instruction
Innovative Techniques for Teaching Arithmetic Using the
Concrete-Representational-Abstract (CRA) Approach to
Students with Math Disabilities
Joseph Sencibaugh, Ph.D, Webster University, St. Louis, MO
Dan Sinclair, Mastery Educational Services, Fallbrook, CA
Individuals attending this session will learn how to implement
innovative techniques for teaching basic arithmetic operations
using the concrete-representational-abstract (CRA) approach
for affirming students' conceptual and procedural knowledge of
numbers and operations in base ten. Participants will engage
in hands-on activities using research-based techniques for
developing competence in number sense and place value.
Level: Basic
___________________________________________
___________________________________________
Benefits
Join LDA in creating those opportunities!
of Membership
x
x
x
LDA is the voice for people with learning disabilities of all ages and their families.
LDA is the leading advocate for laws and policies that create opportunities for people with learning disabilities.
LDA is a leader in promoting research into the nature and causes of learning disabilities.
x
x
At the national, state and local levels, cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources.
LDA provides support to people with learning disabilities, their families, teachers and other professionals.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Support through local and state groups and workshops
Advocacy through assistance, training and information
Information via a toll-free call-in line, 888-300-6710
Resources on LDA website for parents, teachers, professionals, adults, and those new to learning disabilities
News briefings of the week’s top stories on learning disabilities and related topics via THE LD SOURCE, a free, opt-in e-mail resource
News from Washington - monthly reports on legislative issues via News-in-Brief
Newsbriefs - LDA’s comprehensive national newsletter published five times a year; archived copies are available on the web site back to 2003
Comprehensive Web site featuring exclusive Members area with access to leading experts and online training
Discounts on registration for state and national LDA conferences and workshops
Discount subscription to Learning Disabilities: A Multidisciplinary Journal, a peer-reviewed journal published three times a year
Access to Professional Liability, General Liability and Abuse and Molestation defense coverage, through EducatorProtect www.educatorprotect.com,
Unite individuals, families and professionals who have a shared commitment to individuals with learning disabilities.
Raise awareness about learning disabilities among policymakers and the public at large.
Advocate to preserve, enhance and expand access to services for children and adults with learning disabilities.
Represent the needs and interests of children and adults with learning disabilities to regulatory and policy-making entities.
What LDA Offers:
SATURDAY
Benefits of Membership:
JOIN LDA TODAY!
www.LDAAmerica.org
6262
10:00 AM – 11:00 AM
S10
Understanding Your Child's Medication: Ask the Experts
Larry Silver, M.D., LDA Professional Advisory Board, LDA
Past President, Georgetown Medical Center, Washington, DC
Speaker to be named
S13
The Intersection of Content Standards, Diversity
Standards and Dispositions: A Framework for Preparing
Evaluation Specialists
Elizabeth Borreca, Ed.D, University of St. Thomas, Houston,
TX
Parents/Teachers/Mental Health Professionals: Do you have
questions about medications? Why used, dosage, side effects,
how safe? If so, come and ask your questions to two
professionals—one a Child & Adolescent Psychiatrist, one a
pediatrician. Both work with children who have LD and/or
ADHD. The format will be informal with an active interaction
between the professionals and the audience.
Level: All
___________________________________________
This session will present a standards based framework for
preparing evaluation specialists to assess students suspected
of having mild disabilities.
The intersection of content
standards, diversity standards and dispositions is the essence
of the framework and serves as the foundation for the
evidence-based evaluation specialist preparation coursework
and portfolio.
Level: Basic
___________________________________________
S11
Related Disorders
Helping Your Child Make and Keep Friends Through
PEERS Social Skills Training
Mary Nehls, Psy.D., LCSW, Social Skills Development
Center, Huntington Beach, CA
Lisa Biakanja Popper, Social Skills Development Center,
Huntington Beach, CA
The speakers will present PEERS, a parent-assisted
intervention which focuses on teaching your child the skills
necessary to make and maintain friendships. This is an
evidence-based program developed by UCLA. Research
findings have shown that participants in this program
demonstrate and increase in social skills knowledge,
cooperation, assertion and increased social responsiveness in
social situation.
This program benefits not only those
diagnosed with Autism Spectrum Disorder but also those
suffering from ADHD, Anxiety, Social Phobia, OCD as well as
those who are simply shy or socially awkward.
Level: Basic
Have you signed up for
LDA’s monthly publicpolicy focused
S12
Disability Documentation Dilemmas in High Education:
What to do about Autism Spectrum Disorder (ASD)?
Nora Pollard, Ph.D, Educational Testing Service, Princeton,
NJ
Loring Brinckerhoff, Ph.D., Educational Testing Service,
Princeton, NJ
Visit our website and sign
up today – for free!
New s-in-Brief
e-newsletter?
___________________________________________
www.LDAAmerica.org
SATURDAY
As the number of young adults with ASD taking standardized
tests increases, testing agencies must determine if the
documentation they receive supports accommodations.
Participants will learn about ETS’ newly developed guidelines
for documenting ASD and how they can assist their students
with ASD and/or co-morbid diagnoses in obtaining
accommodations without undue delay.
Level: Advanced
___________________________________________
6363
10:00 AM – 11:00 AM
S14
Adult/Transition
Accessing Low-Cost or No-Cost Diagnosis
Nancie Payne, Ph.D., LDA Board of Directors, Payne &
Associates, Olympia, WA
Without current diagnosis of a learning disability,
accommodations for standardized testing, postsecondary
classes, occupational training and work are not usually
available. Join Nancie for a review of helpful approaches to
access diagnostic resources.
Level: Basic
Attention
Students
___________________________________________
S15
Parents/Families
Advocating for Accessible Technology in the Classroom:
What Parents Can Do
Lisa Wadors Verne, Ph.D, Benetech, Palo Alto, CA
There has been a fundamental shift in the way students’ with
and without disabilities access information. Widespread use of
digital text and graphics to convey information has created a
“new normal” for how students learn. While these resources
are readily available, many of them are not accessible. The
speaker will discuss this shift.
Level: Intermediate
Discounted registration
available!
___________________________________________
S16
Instruction
Creating Academic Success for Gifted African American
Males with Learning Disabilities
Quornelia Hypolite, University of Phoenix, Laurel, MD
This session will outline the complex instructional needs of and
highlights effective strategies for increasing the academic
achievement G/LD African American males. A literature review
identified the need for differentiated instruction, the early
identification of both the learning disability and gifted abilities,
and relationship building as contributors to their academic
success.
Level: Basic
___________________________________________
If you are a full-time
college student, you are
eligible
for LDA’s student rate
SATURDAY
S17
Cultural Diversity
Everyone Can Be Successful: Best Practices in Educating
Culturally and Linguistically Diverse Students to Provide
the Most Optimal Educational Experiences and Avoid
Inaccurate Special Education Referrals
Jolanta Jonak, Ed.D, Northeastern Illinois University,
Chicago, IL
George Tolczyk, National Louis University, Chicago, IL
This presentation will outline best educational practices for
culturally and linguistically diverse (CLD) students to promote
high academic and social-emotional growth and to avoid
inaccurate SPED referrals and disproportional representation
of CLD students in SPED.
Level: Basic
See Registration Procedure
page for further details
___________________________________________
64
64
11:15 AM – 12:15 PM
S18
Instruction
Teach Fractions From Whole to Part Using Familiar
Durable Images
Christopher Woodin, Landmark School, Manchester, MA
S22
Parents/Families
Tools to Empower: College Preparation for Your Child with
Disabilities
Ruth Brodsky, Ed.D, Ruth Brodsky Consulting, LLC, Silver
Spring, MD
This presentation will demonstrate methods that ensure the
correct encoding of equivalent forms of fractions, and the
addition and subtraction of fractions with unlike denominators.
Familiar, semantic-based graphic organizers specific to a
common denominator facilitate the integration of the student’s
conceptual understanding with related procedures.
Level: Intermediate
___________________________________________
Is your child a self-advocate or does he let you be the
advocate? Colleges expect students to explain their own
needs. This presentation will help parents understand what
colleges expect of students with disabilities, share strategies to
improve your child’s self-advocacy skills, and encourage you to
let go.
Level: Basic
___________________________________________
S19
Mental Health
High School Friendship Groups
Christine Grene, LCSW, Cove School, Northbrook, IL
Donna Torf, Cove School, Northbrook, IL
S23
Instruction
10 Strategies Proven to Inspire Even the Most Struggling
Students
Christian Moore, Consultant, Provo, UT
The presenters will discuss the process and progress of a
group of freshman girls who met weekly in a group designed to
support the development of friendship. Intrinsic to this topic is
the belief that having a friend is crucial to individuation and the
development of personal identity in adolescents.
Level: Intermediate
How do you engage the most challenging students? This
session will provide 10 strategies that have proven to build
relationships, grab attention, and inspire students in K-12
schools, mental health, and correctional organizations
worldwide. Learn to speak the language of today’s youth using
relevant multimedia, physical activities, and visual metaphors.
Level: Basic
___________________________________________
S20
Post-Secondary
Is Academic Success Possible for Medical or Law Student
with LD and/or ADHD?
Barbara Guyer, Ed.D., Marshall University, Huntington, WV
Kenneth Guyer, Ph.D., Medical HELP Program, Marshall
University, Huntington, WV
___________________________________________
Gifted professional students have had limited need to study
until they enter medical, law, etc., school. It is then they collide
with the proverbial "brick wall", receiving poor grades for the
first time in their lives. Techniques used to assist these
students to improve in the areas of timed test-taking strategies,
positive self-talk, and mindfulness/meditation, improved
reading and reading comprehension, as well as decreasing
exam anxiety will be covered. Research will be presented
regarding a survey of 150 professional students. A practical
handout will be distributed.
Level: Intermediate
Save time and postage –
___________________________________________
S21
Instruction
Reaching All Students With Effective Inclusive Practices:
Improving Student Outcomes through Co-Teaching
Savanna Flakes, Alexandria City Public Schools, Annandale,
VA
register on line!
www.LDAAmerica.org
___________________________________________
6565
SATURDAY
Gain a greater understanding of the need for focused
collaboration in order to enrich the inclusive environment. This
interactive session will address: roles and strategies to
maximize the power that two teachers with varying strengths
and backgrounds can have on student learning and
achievement and differentiation strategies to meet the needs of
all learners. Participants will leave the presentation with
practical resources on how to effectively co-plan and utilize
Universal Design for Learning to increase student success.
Level: Basic
SPEAKERS
Albini, Andrea W11
Alexander, Mary F16
Allen, Marilee F2
Alligood, Vita PS1, W33
Baca, Lee F36
Banerjee, Manju T26, F3
Baptie, Heather F37
Barrett, James F1
Bartlett, Suzette F32
Becktold, Toni F25
Bell, Gayle F33
Beyer, Robbi PS2
Biakanja Popper, Lisa S11
Bley, Nancy T31
Bomar, Ruth W35
Borreca, Elizabeth S13
Breaux, Kristina PS2
Brinckerhoff, Loring F3, S12
Brodsky, Ruth S22
Broudo,Bob,W17
Brown, Sheila S4
Buckner, Teresa T18
Burgess, Geoff T26
Burgstahler, Sheryl KF, F23
Cain, Leslie F12
Caliso, John T10
Carawan, Lena PS1
Carlton, Debbie T11
Chandler, Kevin F29
Chandler, Shelly T33
Chapman, Kris W3
Cho, EunMi PS2, F26
Cohen, Jennifer T14
Cole, Michaela T7
Collier, Catherine WK, W30
Collins, Richard W17
Conderman, Greg PS1, F8
Cook, Pam T20
Cote, Debra F39
Courey, Susan W22
Crawford, Veronica T3
Das, Ajay PS1, PS2, F26
Davies, Jeanne F19
Dendy, Chris W25, T13
DiPalma, Maria T23
Dobson, Terry F37
Ducatt, Shelley F9
DuFault, Renee PS2
Dugan, Melissa T22
Edwards, Charlotte W18
Epler, Pam PS1
Espinoza, Kathy F10
Farnette, Cherrie W13
Favors, Lynette PS1, W33
Ferko, Doreen T36
Ferko, Thomas T36
Flakes, Savanna S21
Fleming, Madalay PS1
Flores, Margaret PS2
Fontana, Judith T45
Forbringer, Amy F10
Forshey, Amy PS1, F6
Foster, Margaret T8
Frey, Frances PS2
Frost, Julia T1, F18
Fuhrman, Judith T25
Gabriel, Lucretia F29
Gagnon , Joseph PS1
Galvan, Rabecca W11
Garriott, Pamela W32
Gerber, Paul F11
Goddard, Christi PS1, W33
Goldberg, Roberta S2
Gomez, Monica S2
Goshon, Vicki W17
Grajo, Lenin F10
Grant, Jim T6
Greene, Victoria S5
Grene, Christine S19
Griffin, Mark W17
Grimshaw, Suzanne F32
Gruber, Brian W37
Gruen, Jeff F20
Guerriero, Tara PS2
Guyer, Barbara T12, S20
Guyer, Kenneth S20
Hahn, Karen PS2
Harkins, Jennifer W8
Harris, Peter T37
Harris, Zara W27
Hatfield, Linda T21
Hedin, Laura PS1, F8
Helder, Linda W3
Hertz-Picciotto, Irva SEA
Hill, Pamela W38
Hilts-Adams, Shirley F14
Hime, Gerald T40
Hosterman, John F27
Howell, Erica T42
Hubler, Lillian T32
Hughes, Scott F29
Hume, Ron F19
Hutchins, Ryan F10
Hypolite, Quornelia F31, S16
6666
Jennings, Terrill F38
Johns, Beverley F4
Joles, Candace T1
Jonak, Jolanta S17
Jones, Jonathan W13, W17
Jose, Cheryl F10
Jung, Adrian F39
Kahn, Susan F10
Kaplan, Avi PS2
Karr, Karla PS1, F6
Karten, Toby W31
Knight, Jacqueline PS1
Kelly, Kathryn PS1, W33
Knoell, Donna W10, T19
Koh, Myung-Sook F29
Konkolics, Donna F22
Kueker, Jean T7
Lalley, Annette W34
Laing, Delia W3
Larson, Maureen PS1
Latham, Patricia T15, F27
Lauer, Nicholas W23
Lawrence, Barbara W36
Lee, Christopher W16
Leffler, Angela PS1, F6
Leppert, Mary F20
Levin, Philip F15
Lillie, Patricia F14
Lindberg, Evie T2
Lockhart, Amy S9
Lokerson, Jean F10, F21, F29
Lombardi, Andrea F2
Love, Amy Connor F29
Luna, Debra W22
Lynch, Jeremy W5
Lynch, Sararose W5
Lyvers, Maguery W7
Maccini, Paula PS1
Madaus , Joseph T43
Magalhaes, Steven F1
Mancini, Tamara F9
Mandlawitz, Myrna W28,T15, F14
Mahl, Sandi T4
Manning , Wanda F12
Manwell, Anita PS1, F6
Martinez , Richard W11
Maskel, Shary T28
Maskell, Kathleen F10
Matthews, Tracey T34
Matthews, Patricia T34
May, Jayne F3
Maynard, Sandy T30
Mazzuca, Paul F10
SPEAKERS (Cont.)
McCarty, Deanna W39
McDermott, George F29
McGaw, Beth S6
McGuire, Patricia W14
Mendelsohn, Elizabeth F34
Merrick, Melissa W2
Meyer, Rachel PS2
Mileski, Kristina T39
Miller, Bruce T9
Miller, Gabrielle F20
Miller, Kim S9
Miller, Susan T29
Milone, Michaela PS2
Minahan , Jessica W15
Modereger, Becky W11
Molina, Rudy T1
Montgomery, Amanda T16
Moore, Christian S23
Moraine, Paula F5
Morales, Maria F29
Morgan, Keith F25
Morris, Julie W7
Mottus, Kevin F40
Nalavany, Blace PS1
Neaves, Lynne T18
Nehls, Mary S11
Newman, Lynn T43
Newsom , Gavin BF
Nichols, Jean W24
Nisch, Maureen T23
O'Connor, Kevin W4
O'Connor, Rollanda F17
O'Malley , Patricia F28
Oczkus, Lori W1, W19
Osborne, Chery W32
Pahr, Cynthia F10
Parks, Loreena F35
Parr, Connie W18
Parril, Melinda T24
Payne, Nancie W17, S14
Peterson, Patricia T17
Phillippe , Larry F9
Phillips, Carolyn W16, T27
Phillips, Jennifer W26
Pierson, Melinda T42
Pollard, Nora S12
Polsinelli, David F10
Posey, Joanna F29
Puleo, Annette W34
Quigney, Theresa PS2
Ragland, Kaye F30
Raskind, Marshall KT
Redick, Leslie F29
Reed, Charlene W26
Rineer-Hershey Ashlea PS1
Rodrigues, John T22
Roffman , Arlyn T1
Romero, Yvette F29
Rommel , Catharine W40
Rosen, Warren F7
Russell, Steven PS1, PS2, 21
Rust, Martha W16, T27
Saada, Nivan F29
Saccomano, Doreen T21
Salisbury, Wendy W6
Schneiders, Chris T38
Schukraft, Shari F29
Schultz, Jerome W15, T20
Schweitzer, Nanette W17, T2
Seiler, David T38
Sencibaugh Angela T44, F13
Sencibaugh, Joseph T44, F13, S8
Sentner, Sally F29
Shaw, Maryann PS1
Shier, Elizabeth Currie S7
Shin, Sunwoo F29
Short, Cyndi F10
Silver, Larry W17, W18, F19, S10
Silverman, Leah W7
Silverman, Steve W12
Simank, Ginny F29
Sinclair, Dan S8
Singh, Ajay PS2
Skarbek, Denise PS2
Smith, Analisa T2
Smith, Jimmie T1
Smith, Karen F12
Sortino, Lori W11
Spector, Jennipher W29
Stearns, Kate F29
Stewart, Arlene T35
Stone, Montie S6
Soule, Myrna W17
Stowell, Jill F10
Sullivan Claire T5
Sundberg, Mary Lou W20
Swanson, Maureen W21, F14
Tappe, Phyllis W22
Tarrant-Parks, Kathi W3
Tavares, Alexandre W41
Taylor, Lorie F29
Teach, Joan S6
Tolczyk, George S17
Torf, Donna S18
67 67
Vann, Angela W40
Vargas, Tiffanye PS2
Vaselewski, Megan F34
Verne, Lisa Wadors S15
Warren, Michael F19
Warren, Susan W11
Wated, Guillermo PS1
Webster, Mary F21
Weinfeld , Richard W12
Wells-Hammond, Martha T4
Whitfield , Pax F34
Whitten, Ann W9, S1
Wicklund, LaDonna T41
Wilbur, Scott T30
Wiemer, BJ S1
Williams, Emily PS2
Wills, Carolyn F2
Willson, John S3
Wissinger, Daniel PS1
Woodin, Christopher F24, S18
Woods, C. Sheldon PS1, F8
Wyman, Lindsay T23
Yeo, Moon-hawn F29
Zickefoose, John AL
68
68
DESTINATION AND TRAVEL INFORMATION
About Anaheim/Orange County
Situated between Los Angeles and San Diego, in the heart of sunny Southern California, is Anaheim/Orange County. This
unique region has a vibrant yet laid-back vibe, a creative spirit and a diverse range of activities that make it one of the
nation's most popular destinations.
Home to world-famous theme parks, distinguished shopping centers, dynamic meeting venues and trendy beach towns,
Anaheim/Orange County is the perfect starting point for your Southern California adventure.
All LDA Conference events will take place at the Idea Place, the Disneyland® Resort in Southern California. With its
two Disney theme parks - Disneyland® Park and Disney’s California Adventure® Park, three resort hotels and an energetic
entertainment, dining and shopping district, the Disneyland® Resort is one of the premier meetings destinations on the
West Coast. We are very pleased that you will be joining us and look forward to seeing you soon.
The Disneyland® Resort
1150 Magic Way
Anaheim, CA 92802
(714) 520-5005
Housing Accommodations
Make your hotel room reservation now! The special rate for the conference is $194.00 plus appropriate taxes. A limited
number of rooms are reserved at this rate. Log onto LDA’s website (http://www.ldaamerica.org/conference/index.asp) for
a direct link to the Disneyland® Resort, or call (714) 520-5005, M-F from 8 am to 5 pm PST (be sure to mention LDA
when making reservations by phone). Reservations must be made by Tuesday, January 21, 2014 or before the
group rooms are sold out, so do not delay. Prevailing rates may apply after this date or when the group rooms are sold
out, whichever occurs first. Rooms are subject to availability.
Rooms not utilized in our room block impacts LDA financially, so please keep this in mind when booking your rooms.
Airport Transportation
Two major airports which service Anaheim are Los Angeles International Airport (LAX) and Orange County John Wayne
Airport (SNA).
SuperShuttle (shared van service)
Special discounts off tickets to/from Los Angeles Airport and to/from Orange County John
Wayne Airport. Visit the SuperShuttle reservation website
(http://www.supershuttle.com/default.aspx?GC=E38HP) to book your shuttle reservation online
to receive the discount. Or you may call toll free 1-800 258-3826 to make your reservation
(please note: discount does not apply to phone reservations).
Disneyland Resort Express (non-stop service to Disney Resort hotels)
Special discounts off tickets to/from Los Angeles Airport and
to/from Orange County John Wayne Airport. Visit LDA’s
website (http://www.ldaamerica.org/conference/index.asp) for
link to coupon.
69
69
REGISTRATION PROCEDURE
ONLINE
LDA strongly encourages you to register online at www.LDAAmerica.org/conference/index.asp.
Or if you choose, you may register by one of these other methods:
FAX: If paying by credit card (Visa, Master Card, Discover), you may fax your registration to (412) 344-0224.
MAIL: If paying by credit card (Visa, Master Card, or Discover) or check, you may mail the completed pre-registration
form, payment and a self-addressed stamped envelope to:
LDA 2014 International Conference
Registration Chair
4156 Library Road
Pittsburgh, PA 15234
Register early to ensure that you are enrolled in the sessions of your choice. All attendees are welcome to pre-register for
any session or workshop. The session level designation will allow attendees to make a more informed decision on
their choices: Basic (beginner focus, minimal background on topic necessary); Intermediate (more experienced focus,
required basic background on topic); or Advanced (expert/practiced focus).
Attention students: only FULL TIME students are eligible for the student rate. These registrations cannot be
submitted online. The pre-registration page, along with a photocopy of your current student ID and a photocopy of your
enrollment showing your current schedule, must all be submitted together either via fax or the U.S. postal service.
Attention schools: if you are registering attendees using a school purchase order, you must either fax the forms in or
send them via the U.S. postal service.
LDA Fax (412) 344-0224
LDA Federal ID # 23-7088242
For registration questions, please contact the LDA National Office at (412) 341-1515, ext. 203.
ON-SITE REGISTRATION
There will be on-site registration available, but you will not be able to register specific sessions at that time. On-site
registration is on a first-come, first-served basis.
On-Site Registration Hours:
7:00 AM – 5:00 PM
Friday, February 21st
7:00 AM – 3:00 PM
Wednesday, February 19th
th
7:00 AM – 3:00 PM
Saturday, February 22nd 8:00 AM – 12:00 PM
Thursday, February 20
POINTS TO REMEMBER
x US Funds only. Checks payable to LDA.
x Membership in LDA is not required for attendance at sessions or other events; however non-members are urged
to consider the benefits of LDA membership.
x Be certain to select your first and second choices in each session (does not apply online).
x ALL registration correspondence must be received in Pittsburgh no later than Friday, February 14, 2014.
x Admittance to all sessions, workshops, exhibit hall, and bookstore requires a registration badge.
CANCELLATION REFUND POLICY
Request must be received on or before December 1, 2013. A $20.00 registration processing fee will be deducted. Send
written request to address above. No refunds after December 1, 2013.
SPECIAL EVENT TICKETS
Tickets for the separate fee events (Adult Luncheon, Awards Dinner) may be purchased via the Pre-Registration Form.
Tickets are limited and may not be available for purchase on-site. Tickets to these events are non-refundable.
The Learning Disabilities Association of America and the Disneyland Resort hotel accommodate individuals
with disabilities. Reasonable accommodations may be requested prior to January 3, 2014, but LDA cannot
guarantee services requested after that date.
70
70
2014 CONFERENCE PRE-REGISTRATION FORM
Mail to: LDA 2014 International Conference
4156 Library Road
Pittsburgh, PA 15234-1349
CHECK APPRPOPRIATE BLANKS
LDA Member*
Parent
Conf. Speaker
_____
_____
_____
Non-Member
Professional
LD Adult
_____
_____
_____
__________________________________________________________ Reasonable Accommodations ______________
Last Name
First Name
Initial
_________________________________________________________________ * Member ID # ____________________
Street Address
_________________________________________________________________
City
Phone
(
)___________________(o) (
State
Zip
)_____________________(h)
If you are not a member, or would like to renew
your membership, please refer to membership
form in this book.
Email: __________________________________________________________________________
List 1st and 2nd choice – session number only
WEDNESDAY
FRIDAY
THURSDAY
ST
ND
ST
ND
1
1ST
2
1
2
2ND
8:30
9:30
10:15
11:15
11:30
1:00
1:00
1:45
1:45
3:00
3:30
4:30
4:45
5:45
7:00
9:00
KEYNOTE
SESSION
8:30
9:30
VISIT
EXHIBITS
10:15
11:15
11:30
12:30
12:30
1:45
SPECIAL
EVENT
KEYNOTE
SESSION
8:30
9:30
VISIT
EXHIBITS
10:15
11:45
12:00
1:00
1:00
2:00
1:45
3:00
3:30
4:30
4:45
5:45
KEYNOTE
SESSION
VISIT
EXHIBITS
SATURDAY
1ST 2ND
8:30
9:45
10:00
11:00
11:15
12:15
2:00
3:00
3:15
4:15
4:30
5:30
REGISTRATION FEE (please check either Full Conference OR Single Days)
FULL CONFERENCE (4 DAYS)
On/Before January 27
After January 27
MEMBER*
$280
$330
$ ______________________
NON-MEMBER
$385
$435
$ ______________________
STUDENT RATE **, MEMBER
$110
$110
$ ______________________
STUDENT RATE **, NON-MEMBER
$160
$160
$ ______________________
OR
SINGLE DAYS
Check each day selected
W
Th
F
S
MEMBER*
$150 per day
$175 per day
$ ______________________
NON-MEMBER
$185 per day
$215 per day
$ ______________________
FREE Special Event A ( )
_____ (check here to register)
ADDITIONAL FEES:
ADULT LUNCHEON Thursday
$35……………………….. $35
$ ______________________
AWARDS DINNER Friday
$55……………………….. $55
$ ______________________
DONATION TO LDA (Tax Deductible)
$ ______________________
TOTAL FEE ENCLOSED
___Check ___Visa
___MC ___ Discover
$ ______________________
Credit Card Number: __________________________________ Exp. Date: _______________ CV Code: __________
** - Student members must attach verification of full time student status.
71
71
NON-PROFIT ORG.
U. S. POSTAGE
PAID
PERMIT NO. 1260
PITTSBURGH, PA
2014 LDA International
Conference
4156 Library Road
Pittsburgh, PA 15234
Registration discounts for LDA members!
Not a member? Join TODAY!
Use your smart phone and scan
the above QR code to access the
latest conference information!
Anaheim, CA
February 19-22, 2014
If you’ve already received this booklet, please pass it along to a colleague or friend.
72

wednesda y - Learning Disabilities Association of America

Transcription

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