+ Ohio OCALI Autism Conference November 18-18

Don’t miss the 2011 OCALI Conference, the nation’s premier event in autism, assistive technology and low-incidence disabilities.

Mark your calendar for

•  November 16-18, 2011
• Greater Columbus Ohio Convention Center

Highlights include:

• Wednesday Keynotes Larry Bissonnette and Tracy Thresher, stars of “Wretchers and Jabberers,” sponsored by VizZle
• Thursday Keynote Dan Habib, director of Including Samuel
• Tuesday Pre-conference  workshop facilitated by Michelle Garcia Winner (pre-conference workshop available for an additional fee)
• NEW for 2011! National Autism Leadership Summit
• New for 2011! UDL (Universal Design for Learning) Summit

Plus:

• Free Tuesday evening community expos
• University Summit sponsored by The University of Toledo and Kentucky Autism Training Center
• Parents’ Corner hosted by The Autism Society
• Over 200 sessions by national leaders and scholars
• An exhibit hall of over 90 leading companies and organizations

Over 2,000 participants from across the nation are anticipated

Visit http://conference.ocali.org/view.php?nav_id=2&utm_source=OCALI+List&utm_campaign=6c1b20aa75-Early_Bird_Registration_102511&utm_medium=email

Orton-Gillingham tutoring in Columbus OH: Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com

+ Ohio 2011 LDA Scholarship Available

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The Learning Disability Association (LDA) of Ohio is offering a scholarship to recognize and assist individuals with learning disabilities who want to pursue a post secondary education are job training.

Two scholarships of $400.00 will be awarded to qualified individuals who reside in the state of Ohio.  The award may be used for tuition.

Eligibility 

• Applicant must have attended or be presently attending a private, parochial or public school in Ohio.
• Applicant must be identified as a person with a learning disability.

Selection Criteria

Scholarship awards are competitive.  A committee made up of the Executive Board of LDA of Ohio will select the recipients.  Notification of selection will be mailed to the recipients by June 5, 2011.  Selection of scholarship recipients will be based on the following factors:

1. Academic achievement
2. Demonstration of leadership, initiative and responsibility
3. Consistent effort toward self-improvement
4. Potential for benefiting from the additional education or job training

Deadline

Applications must be post-marked by April 30, 2011.  Please send to LDA of Ohio, 4115 S. Charleston Pike, Springfield OH 45502.

Application Must Include

1. The Application form
2. Three letters of recommendation from references listed on the application.  One of the letters must be written by a person who can verify that the applicant has been identified as a person with a learning disability (counselor, principal, LD teacher)
3. Transcript of grades

More information, phone LDA of Ohio (937) 325-1923   e-mail: memartin@glasscity.net  (President Mary Ellen Martin)

The application asks for name, birthday, address, phone, best time to reach you, email address and applicant’s school.  It asks you to respond to these questions:

• How does your learning disability affect your learning?
• What steps do you take to make sure you gain the information you need to learn?
• Please list the name of the school(s) you are planning to attend.
• Please tell about your career goals. (What are you planning to study?)
• Please list school and community activities.
• Please list three references. (Enclose letters of recommendation)

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email  aedwardstutor@columbus.rr.com

+ Improve Abstract Reasoning: Strategies

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These strategies work for all students with abstract reasoning challenges, but I found them in a book: “School Success for Kids With  Asperger’s  Syndrome,” by Stephen M. Silverman and Rich Weinfeld.

• Break down the lesson’s goal into its component parts; provide supports — Explicitly teach new vocabulary.  Review (or teach) skills needed to complete the lesson.  Break down the key idea into concepts that build on each another.
• Utilize “naturalistic” or incidental instruction — Naturalistic instruction emphasizes accepting spontaneous partial responses even if they aren’t complete.  Evaluate  for understanding of key concepts/actions/vocabulary.  Ask  open-ended questions.  Encourage higher order thinking through questioning.
• Provide appropriate accommodations as you instruct – Build in the types of supports your students  need.  Repeat small units, and all levels and types of prompts.  Pre-teach new concepts/vocabulary ahead of group instruction.  Reduce the field of choices; offer tangible reinforcements. You can model responses.  Use guided practice as well as re-teaching.  Individualize accommodations, and gradually fade them out.   
• Adapt the way you teach the lesson — Present information in such a way that students can demonstrate their understanding – for example, use visuals, videos, plays, DVDs or diagrams.  Try graphic organizers for recording key points and making abstract connections.  Make learning hands-on.  Use spatial or musical patterns to emphasize your words.
•    Provide explicit instruction to ensure understanding of the concept — Don’t assume students automatically understand the goal.  State explicitly the concept being taught, and explain the importance of each learning activity.  Make sure they see the forest as well as the trees.
• Move from specifics to generalizations — Some students do best with inductive reasoning; they move most easily from the parts to the whole.  Begin with specifics; gradually move to generalizations.  Offer a unifying theme to help students find the commonality in all the pieces of information they have learned.  Never assume they will make this intellectual leap without explicitly seeing connections.
• Offer alternative ways for students to demonstrate understanding, allowing them to use their strengths — Remember there are different, yet equally acceptable, ways for students to demonstrate understanding.  Visual learners may produce a project, diagram or slideshow; auditory learners may give an oral explanation.  Methods of testing (after an activity is completed) might include brief oral or written summaries of what they learned.  Or break down questions to elicit one piece of specific information.  Or let students develop their own strategies and even help them to do so.

source: “School Success for Kids With Asperger’s Syndrome,” by Stephen Silverman & Rich Weinfeld.  Prufrock Press, ISBN 10:1-59363-215-0.

tutoring in Columbus OH:   Adrienne Edwards 614-579-6021  or email aedwardstutor@columbus.rr.com

+ Transitions 2011: January Conference in Boca Raton

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Lynn University in Boca Raton Florida will hold a one-day conference titled Transitions 2011, High School to Higher Education: Options for Students with Learning Differences.

The conference will be held at Lynn University’s Keith C and Elaine Johnson Wold Performing Arts Center on January 28, 2011, from 7:30 am to 4:00 pm.

The conference is iIntended for education leaders, guidance counselors, teachers, educational consultants, parents and students.

Speakers include

• Rick Lavoie,  internationally renowned learning difference expert and author
• Gaston Caperton, president of the College Board,
• Kathryn Jarvis, director of academic services at Auburn University
• Marsha Glines, dean, Lynn University Institute for Achievement and Learning
• Marybeth Kravits and Imy F Wax, authors of The Princeton Review K & W Guide to Colleges for Students with Learning Differences
• Peter Lake, professor, Stetson University College of Law
• Robin Lurie-Meyerkopf, associate director of The Asperger’s Association of New England
• Ari Ne’eman, president, Autistic Self Advocacy Network and member of the National Council on Disability
• Ketty Patino Gonzalez, specialist in psychoeducational and developmental assessments of individuals on the autism spectrum
• Theodore Wasserman, neuropsychologist and associate dean at Lynn University Institute for Achievement and Learning

Topics include

• Helping the Childe with Learning Differences Find Social Success
• Intentionality, Planning and Mentoring:  for Student Success
• Academic Study Strategies for College Bound Students with Learning Disorders: The Measured Millennials
• Transitioning from High School to College
• Many Colleges, Many Services
• Helping Our Children Before They Go to College
• The Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out Child
• Re-Engaging Parents in the College Experience
• Millennials: Through the Gates and Into the Workplace
• Interviewing at Colleges and Scared Stiff: Prep Me Now!
• Make It Simple: How to Know Which Support Program Works Best From the Student’s Perspective
• Hiring an Educational Consultant: Everything You Need and Want to Know and What to Ask
• Understanding the Brain and Learning
• Supporting College-Bound Students With Asperger Syndrome
• Testing and Documenting the Need for Accommodations in College

Contact Angelina Juliano at 561-237-9000, or email tickets@lynn.edu.

Accommodations at the Wyndham Garden Boca Raton (http://WyndhamGardenBocaRaton.com)  which is approximately 1 mile from Lynn University.

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Central Ohio: Transition Fair at Olentangy HS Nov 16

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The Delaware County Board of Developmental Disabilities and Delaware area schools will offer a transition fair from 5:30 pm-7:30 pm Tuesday, November 16th at Olentangy HS, 675 Lewis Center Rd.

The fair is designed for individuals with with disabilities and families to answer questions about life after high school.

Vendors will be on hand to talk about housing, employment options, job coaches, social opportunities, adult day services and post high-school educational programs.

A panel discussion will take place from 6 pm to 7 pm.

For more information call 740-201-3600.

source: Olentangy News 10/10/2010

tutoring in columbus OH:   Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com

+ Ohio: OCALI 2010 Conference Nov 17-19

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The Ohio Coalition for Autism and Low Incidence (OCALI) 2010 conference and exposition is scheduled for November 17-19 in Columbus Ohio.

This is one of the premier events for

• Autism
• Assistive Technology
• Low-incidence Disibilities  

Register at  http://conference.ocali.org/view.php?nav_id=2

There will be presenters and materials from the Centers for Disease Control (CDC),  Muskingum Valley ESC, National Education Association (NEA), Ohio Dept. of Jobs and Family Services, Riverside Local Schools, State Support Team Region 15, Utah State University, Vermont Dept. of Education, Warren County Board of DD.

As well as many other leading agencies, schools, organizations and institutions.

reading tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Autism Spectrum: College Internship Program

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C I P is a 2-week college experience for teens with Asperger’s and learning differences.

Students are given a unique opportunity to take a sneak peek at college life, and to do so in various locations.  Visit http://www.collegeinternshipprogram.com.

In 2010, four sites around the country hosted the programs: Berkshire Center in Lee, Massachusetts, the Brevard Center in Melbourne Florida, Bloomington Center in Bloomington Indiana, and the Berkeley Center in Berkeley California.

In 2009, CIP held the two-week programs at Indiana University, Florida Tech, Cal Berkeley and Elms College in Chicopee Massachusetts.

Teens ages 16 to 19 with learning differences have a unique opportunity to learn valuable skills necessary for making a well-prepared transition from high school to college or while pursuing vocational interest.

Participants have the chance to practice new skills in a supported environment where they will build self-confidence and experience success.  They also build friendships and have lots of fun.

This experience provides a convenient window into independent living and life on a college campus.

Features of the Summer College Internship Program

• 2-week residential pre-college program
• Use of college or universities facilities (dorms, classrooms and cafeteria)
• Furnished on-campus dorm living with Internet access
• 24/7 staffing
• Access to campus fitness and recreation areas
• Computer lab
• Laundry facilities and instruction
• Meal pass (vegetarian and vegan friendly cafeteria)
• Cost in 2010 was $3875, covering room, board, most meals, the majority of activities and staffing/support .

Activities and events have included hiking outdoors, swimming and exploring local highlights.  Access is provided to campus recreation centers, tracks and pools. 

There have been ropes courses, theme park trips and professional sports outings.  In addition, there is scheduled downtime and time to socialize.

Curriculum includes morning reframing classes focusing on daily and weekly themes, as well as developing a better understanding of a student’s own learning difference.  Students receive introductions to executive function, sensory integration and social thinking. 

There are Person-Centered Plans using PowerPoint and a variety of multimedia tools to assist in creating short- and long-term goals.

Other curriclum includes College 101: What You Need to Know to Be Successful.  There are self-advocacy, health and wellness, cooking and independent-living skills sessions.

As life-skills are taught, staff also target the importance of maintaining overall well-being.  In addition to diet, fitness and personal hygiene, stress management is also underscored.

And experienced CIP staff members balance independence with  structured support as they assist individual students.

I learned about the CIP programs from an article in the Boston Globe by Joanna Weiss.   She reported on the recent CIP experience at the Berkshire Center this summer.

…they take courses in “executive functioning” — not business techniques, but the cognitive work of decision-making and self-control.  In their classroom, posters offer tips for talking to acquaintances.  “Smile and say ‘hello’ to initiate a dialogue.  Ask them how they are, to build rapport.”

Weiss says the staff makes it clear that autism isn’t something to “cure” or “defeat.” 

The program’s founder, Michael McManmon says a diagnosis is a piece of your identity.  His philosophy is based on self-knowledge. 

“If you understand who you are and what makes you tick,” he says, “then you can alter it and you can fit into the world.”  

Jeff Wheeler, the program’s academic coordinator says that young adults often find their way to the program after experiencing failure.  His task is to convince students that they have the power to meet their goals and seek their dream careers.

Weiss reports that  the program has a small foundation to finance scholarships.  A handful of students get help through state programs or local school systems.

sources include the Web site at http://www.collegeinternshipprogram.com and Joanna Weiss’s article at http://boston.com on 9/12/2010.

tutoring in Columbus OH:   Adrienne Edwards  614-579-6021  or email   aedwardstutor@columbus.rr.com.

+ STEM Curriculum and Students with Learning Challenges

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Linking complex math equations to tangible tasks and objects  students could see, touch and interact with, increased their competence and fluency in different subject areas.

According to an article by Richard G. Collins and Joseph J. Viscomi in IDA’s “Perspectives” newsletter, the Brehm Preparatory School in Carbondale IL   has responded to the pressure for increased STEM education.

Brehm is a grade 6-12 coeducational boarding school for students with complex learning disabilities.

STEM is an acronym for Science, Technology, Engineering and Math.

Brehm has increased its instructional opportunities in forensics, physics, chemistry, anatomy, precalculus, calculus, assistive technologies, and computer programming.

Programming classes were implemented.  Students are now given  the ability to think abstractly and solve complex problems with a computer.  A programming language, SCHEME, was selected for its simplified set of rules which allow students to learn all the syntax in less than 30 minutes.

Much like the game of chess, say Collins and Visconti, this language is quickly learned, but it requires practice and an ongoing implementation of strategy for mastery.

Students successfully used the computer to apply complex concepts in order to solve otherwise impossible problems.  

SCHEME  gives immediate feedback, a distinct advantage when dealing with bugs or short attention spans common to students with possible executive function issues.

The school turned to  the FIRST Robotics Competition (FRC) ( http://www.usfirst.org). 

The FRC  competition allows engineers to work with students in an innovative and exciting setting, where  they build robots to solve problems.  According to the article,

The competition was a great opportunity for all involved, and, with the help of some mentors, served as the foundation of a successful program that is very exciting and motivating for students.

It gives them the opportunity to demonstrate their skills head to head with teams from around the world in a very competitive environment ruled by gracious professionalism.

Since students with learning challenges often excel in creative thinking and hands-on projects in the arts, they also excel in fun hands-on STEM projects that combine science and technology.

Brehm students learned science skills in order to design and test theories for solving problems related to tasks for their robots.  

In order to use the latest industry standard computer, electronics, robotic parts and programs, students had to understand and use technology.

This kind of difficult application involves melding creativity, understanding, cooperation, stressful timelines and individual experience.    When Brehm students linked complex math equations to tangible tasks, the result was engagement with objects students could see, touch and interact with.

So, while these students were strengthening their STEM education, they were learning leadership and teamwork skills.   They dealt successfully with stress and tight timelines.  And faculty noticed that the program has a positive impact on all areas of school life and decisions.

In order to quantify the experience at Brehm, administrators looked at graduation placements.  This is what they found: prior to the introduction of the robotics program, students weren’t selecting STEM-related majors. 

But since the three-year inclusion of this program, the first graduating class who participated in the project went to CalPoly Tech, DePaul, Carnegie Mellon and Wisconsin Stout in majors that included computer science, mechanical engineering, electrical engineering, and chemistry.

Brehm School is located at  1245 E. Grand Avenue   Carbondale, IL 62901.   Phone: 618.457.0371    Fax: 618.529.1248   Visit http://www.Brehm.org.  Information: admissionsinfo@brehm.org

The Brehm School also offers their Options program, which  is a comprehensive transitional program for post-high school students with complex learning disabilities.  For that information, visit http://www.Options.Brehm.org.  

sole source for this information is the article by Richard G. Collins and Joseph J. Visconti in the  Summer 2010 issue of “Perspectives,” a quarterly publication of the International Dyslexia Association.  http://www.interdys.org   

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Central Ohio: September Meeting of Parents Support Group

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“Special Needs Connections” is a Central Ohio group for parents of special needs children.  It meets nearly every month.

This group hopes to allow parents to share information, support each other, and very often presents professional speakers able to address specific concerns.

• Next meeting: Thursday September 23, 2010
• Where: home of Molly King 130 Big Run Rd Delaware OH 43015
• Time: 7:00 to 8:30 pm
• Speaker: Lydia Jennings MA, case supervisor at the Center for Autism Spectrum Disorders
• Topic: Social skills
• RSVP (so enough materials): Molly King 740-369-4047, mking@nexgenaccess.com

Molly King says let her know if you have specific questions for Lydia Jennings, so she can pass them on to her ahead of time.

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Babies Disinterest in Faces Possible Risk for Autism

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Shari Roan’s blog at the L A Times notes research published in the Journal of Child Psychiatry and Psychology.

Researchers from the Kennedy Krieger Institute in Baltimore and the University of Delaware have observed 25  6-month-old infants who were siblings of children with autism.  (Siblings are at much higher risk of developing the disease.)

These infants were compared with 25 infants from families with no history of autism.

The infants were observed performing a task that measures their ability to learn, and their level of social engagement with a  caregiver.

Researchers found that infants in the low-risk group were more likely to have normal social gazing: they looked at their caregivers, pointed to toys and became excited as they played.

The high-risk siblings, though, spent less time looking at caregivers and more time focused on the toy.

The two groups did not differ in how well they learned the game being played with the caregiver.

Authors are A N Bhat, J C Galloway and R J Landa. 

Landa says the study provides more evidence for early diagnosis, and that the lack of interest in people’s faces is “a subtle difference that could be easily overlooked by both parents and some professionals.

for access to the complete journal article : http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2010.02262.x/abstract.  For Roan’s 9/2 LA Times blog post, find it at  http://www.latimes.com .

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com