+ Council for Learning Disabilities Call For Proposals: Due March 30

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The 34th International Conference on Learning Disabilities, to be held in Texas in October, is calling for proposals. 

The theme of the CLD conference is “Learning Disabilities: Looking Back and Looking Forward — Using What We Know to Create a Blueprint for the Future.”

TYPES OF SESSIONS

• Panel — Topics should be pertinent to LD and include three or more panelists; and be of use to researchers, policy makers, teacher educators, and educators.  Content should be readily applicable to their professional roles.
• Cracker-barrel — Sessions leaders should introduce key issues, provide ample opportunities for group interaction, facilitating small-group discussion.  Controversy is okay.
• Poster — Content should be evidence-based; might include (for example) a synopsis of an intervention study, progress monitoring tools, practices relating to pre-service training , meta-analysis/synthesis of the literature, examination of technical applications.

TOPICS

• Intervention — Sessions should offer information that helps  implement practices and approaches directly, provide their  documentation as evidence-based, summarize the theory and underpinnings, include relevant data.  
• Policy — These sessions address system-level issues, systems change, legislative/legal issues, or policy development.  Should delineate multiple perspectives, discuss how a policy impacts individuals, families and advocates.  Proposals should include an explanation of the policy, give a brief background, explain the how and why of its effects on LD people and the professionals who serve them.
• Teacher Preparation — These sessions should describe evidence-based practices for preparing teachers, advocates and  families.  Proposals should include a description of the  practice and examples of its use in a university/clinic setting, as well as ways to measure effectiveness.
• Research Methodology — Of particular interest: methodologies that advance the participants’ understanding of how to conduct evidence-providing research on interventions; also how to read research-based articles, follow analyses, design studies and write them up.  Proposals should describe the methodology strategies and how session participants can apply the content for themselves.

For more information and instructions for submitting a proposal, visit http://library.constantcontact.com/download/get/file/1102084425506-10/2012CLDCallForProposals-final.pdf

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

+ Council for Learning Disabilities Conference in October

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The 33rd International Conference on Learning Disabilities will be held in Austin Texas on October 27-28, 2011.

Presented by The Council for Learning Disabilities, the theme is:

 Evidence-based Practices: How researchers develop evidence-based interventions, and how practitioners implement evidence-based interventions.

The conference will provide attendees with an excellent opportunity to learn and network in one of the nation’s most exciting cities.

Those in higher education want information about the latest research in this field, as well as methods and statistics used in that research – this is the place.

Practitioners will find in-depth sessions on how to teach students with learning disabilities how to read, write, and compute.

Administrators interested in policy or how to implement RTI in their schools and districts will be able to see the latest developments.

For more information visit http://cldinternational.org/Conference/Conference2011.asp  

• Location: Austin Convention Center
• Dates: October 27-28, 2011
• Hotel: Special rates available at the Hilton Austin

More info visit website at http://www.cldinternational.org  or email Monica Lambert at lambertma@appstate.com or 828-262-7173.

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

+ Academic Clubs for Teaching Social Studies

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The Lab School of Washington (LSW) has a unique approach to social studies and humanities instruction, according to a rich article by Noel Bicknell in the LDA publication Learning Disabilities: a Multidisciplinary Journal.

In this arts-driven lower school program, every child spends 40 minutes a day in a room that simulates a specific historical time and place.  These sessions are called “academic clubs.” 

Currently, there are seven:

• Cave Club — for the study of human evolution and pre-historic culture.  Students evolve through five stages of early human development, and explore the origins of human language, shelter, agriculture, and culture.
• Gods Club — for the study of Egyptian, Greek and Roman history, mythology and culture.  Students become “gods” and “goddesses,” and study daily life, art and period technology.
• Knights and Ladies Club — for the study of medieval Europe, emphasizing the influence of church and feudalism.  Students progress from page to knight and study warfare, arts and the trials of daily life.
• Renaissance Club –  is set in the city-state of Florence.  Students study the rebirth of Greek and Roman ideas, influences from Asia, and developments in the arts and sciences.  A student works as a guild artist for a patron (teacher) to explore daily life, humanities, geography and the history of the technology.
• Revolution Club — is set in Colonial America.  Sessions build chronologically to the declaration of independence from England.  Students become historical characters who represent the multiple experiences and perspectives of early American life during this period.
• Museum Club — study of world history through the eyes of museum curators preparing exhibits.  Periodic museum openings presented to the larger LSW community exhibit recreated artifacts from early civilizations, such as Mesopotamia and ancient China.  Includes a comparative study of world religions.
• Industrialists Club — a study of American history through the eyes of powerful industrialists as well as their adversaries.  New technology, the conflict between capital and labor, economics, management of natural resources and the progression of civil rights are explored.

Designed for the non-reading and possibly motor-impaired  student, academic clubs aim to build on children’s strengths.  

Students with learning disabilities are often disorganized, but they can also be very creative, visual thinkers.  They frequently show a talent for making quick connections between disparate concepts and ideas.

The academic club provides order and structure: the way the room is entered, the seating arrangement, the ritualistic opening ceremony, the activities presented, the formal dismissal.

LSW feels that this total environmental approach envelops a child in a number of topics and, by using all five senses, helps him or her amass a storehouse of information.

Furthermore, since students with learning disabilities are often passive learners, instead of offering lectures the clubs allow a child to become an active part of each topic studied. 

The content of LSW’s club activities is highly academic.

Using a panoply of art forms students learn history, geography, civics, archaeology, literature and economics.

Participants risk trying new skills and foster a tightly knit group dynamic by developing passwords, routines and rituals.  This learning is total immersion – multi-sensory and project-based.

Terminology

The word club was chosen carefully.  It implies membership, belonging and ownership.  Clubs are groups where each person has a recognized place.  There is room for individualization built into group activities in a club. 

LSW feels that a club is non-compartmentalized – arts, subject matter, concepts and  ideas all bear on one another; they reinforce one another and funnel toward the same objectives, while the children are immersed in their play. 

The word leader is used instead of  ”teacher.”   “Leader” reflects the experiential nature of the academic club environment, where   children are given active rather than passive learning roles. Leaders act as facilitators of discovery. 

Clear Structure

• Imaginary identities give each child a specific role and the teacher authentic authority.
• A decorated entrance door depicts the club’s theme.
• Specific historical characters/roles are given to students and teachers.
• Costumes suggest time and place.
• Passwords, used for entry, convey membership.
• Total room decorations communicate the club’s topic.
• An opening ritual marks entry into time and place.
• A behavior code based on the club’s theme is established.
• A closing ritual helps students transition to their next activity.

The leader’s role is to help find each child’s path to learning.  Importantly, the dramatic framework provides psychic cover for students who have experienced previous academic failure. 

According to Bicknell,

Just as each plant or animal in an ecosystem occupies a specific environmental niche — its own critical habitat to survive — students with learning disabilities need a highly structured yet pedagogically flexible environment in which to learn how to learn and express their strengths fully.

For the entire article, with much more information about how this rich learning experience is mounted and deployed, see “Learning Disabilities: A Multidisciplinary Journal,” Spring/Summer 2010.  Noel Bicknell’s article is titled “The Academic Clubs: Theory to Practice,” pp.85-89.  

Noel Bicknell is in his eleventh year leading Academic Clubs at The Lab School of Washington.  He also coordinates the Academic Club Teaching Service, a training program for schools interested in using the methodology in thier programs.

Become a member of LDA, Learning Disabilities Association of America: http://www.ldaamerica.org or email info@ldaamerica.org.  

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

+ Central Ohio: Free Parent Seminar on ADHD and Medication

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Marburn Academy, Columbus Ohio’s premiere K-12 school for children with learning challenges, is offering another of its Free Community Parent Seminars.

• Tuesday April 7th at 7:00 pm.
• Marburn Academy 1860 Walden Drive, Columbus OH 43229
• Title: ADHD Students and the Role of Medication.

Please RSVP to Barbara Davidson.  bdavidson@marburnacademy.org, or 614-433-0822. 

For information about Marburn Academy, visit www.marburnacademy.org.

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

+ Central OHIO Parents’ Special Needs Connection April 2 2009

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A support group for parents of special needs children will meet in Delaware OH on April 2, 2009.

“Parent/Professional Communication: Dispelling Myths About Parent/Professional Relationships”

The goal is to learn, share information  and support each other.

• Where –home of Molly King, 130 Big Run Road, Delaware OH 43015
• Date –April 2, 2009
• Time — 7: 00 to 8:30 pm
• Speaker –Nancy Mandernach, Ohio Coalition for the Education of Children with Disabilities (OCECD)
• Topic — Parent/Professional Communication: Understanding the parent’s point of view, feelings and attitudes in trying to secure appropriate services; understanding the professional perspective (dispel myths about parent/professional relationships)
• RSVP – so there will be enough materials

Contact Molly at home: 740-369-4047 or on cell: 614-581-6675, or email mking@nextgenaccess.com  

if you would like to receive direct information via email about meetings in central Ohio,  ask to be added to  Heather Endres’s mailing list.  heather.endres@gmail.com  

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

+ Teaching Critical Thinking Skills to LD Students

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From an article in LDA Newsbriefs by Dr Johnny L  Good, Ed.D., excellent tips for teaching critical thinking skills to learning disabled students.

We all agree that one of the main goals of education is to teach students to think critically.  Students with learning disabilities, as well as other students, need to learn to assimilate information by engaging in higher order thinking skills.

But like learning any skill, it takes practice and training.

It is not enough to learn about critical thinking.  Students must engage in critical thinking itself if they are to improve.

There is no “best” approach.  But research shows that a positive classroom climate characterized by high expectations, and teacher warmth and encouragement, enhance the learning of critical thinking.

• Model critical thinking for your students.  Modeling is the most effective means in advancing students’ critical thinking.  The teacher should demonstrate the critical thinking process, and be an effective model for students to follow.  They should make their decision-making process transparent to students.  Demonstrate how good critical thinking skills can be used to solve everyday problems.
• Ask open-ended questions that do not assume one “right” answer.  Ask questions that require explanations, not simply yes or no answers.  Allow ample opportunity to think through questions and not make snap judgements.  During classroom discussion require students to explain how they reasoned through to their answers.  Provide non-threatening responses to these explanations.  Allow students to explore and examine alternative positions on controversial topics, as well as to voice their opinions while participating in discussions.
• Listen attentively.  Allow students to be active participants in the learning process; listen attentively and show respect for each student.  Acknowledge every response and provide a safe classroom environment.  Give encouragement and support.  Evaluate their progress by identifying strengths and weaknesses in their reasoning processes.
• Make students aware of the component parts of critical thinking.   Dr Good advises teachers to reinforce something called the Elements of Reasoning, developed by the Foundation for Critical Thinking (www.criticalthinking.org).   The Paul/Elder Model of teaching critical thinking skills provides a practical and flexible approach that is applicable not only in the academic realm, but also in solving virtually any problem that requires effective reasoning.    This model seems particularly useful for assisting LD students in the development of critical thinking skills because the approach is easily defined and is applicable to a broad range of circumstances that require critical thinking.

Dr. Good suggests that teachers model each component of the Paul/Elder model individually, and help students identify how each component may be used in classroom activities and assignments.  Develop critical thinking exercises to show how the components fit together and reinforce each other.  Help students identify assumptions in their reasoning and recognize bias and inconsistencies in their thought processes.

source: LDA Newsbriefs, Dr Johnny L Good’s article in the January/February 2009 issue.  www.ldaamerica.org .  Dr Good is Professor of Critical Thinking at Beacon college, Florida.

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

+ LDA Conference in Salt Lake City in February: Register Now

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The Learning Disabilities Association of America (LDA) will hold its 46th annual International Conference February 25-28, 2009 in Salt Lake City.  Find information at  www.LDAamerica.org

Called a “5 Star Event,” the conference is meant for educators, administrators, teaching professionals, practitioners, parents, volunteers, as well as people with learning disabilites.

Rick Lavoie, MA, MEd will address the Wednesday opening keynote session on “Special Education in 2009:  A Look Back, A Look Around, A Look Ahead.” 

General Session speaker on Thursday will be Donald D Deshler, PhD, Professor of Special Education and Director of the Center for Research on Learning at the University of Kansas.  He will address ”Learning, Unlearning, and Not Learning.” 

Atlanta Falcons football player and LDA spokesperson David Irons, Jr will deliver the keynote address during Thursday’s Adult Luncheon.  David’s story is not unlike many who have faced the challenges posed by learning disabilities.  He is a shining star in his own right in the example he sets in the NFL spotlight and in his personal life off the field, says LDA Executive Director Sheila Buckley.

On Friday, the General Session speaker will be Cal Crow, PhD, Program Director of the Center for Learning Connections at Highline Community College in Des Moine, WA.  His topic: “Identity, Self-Efficacy and Resiliency: Touching the Heart.”

Also on Friday, at the LDA Awards Banquet, hear Smantha Abeel, from Muncie Indiana, a young woman with a learning disability whose life journey inspires audiences and gives hope to others.  She is the author of two books, and speaks frequently and candidly about the difficulties of growing up with a learning disability from elementary school through graduate school, as well as how it impacts her life in the present.

There will be exhibits, products both electronic and otherwise, books and DVDs available.  Expect Table Talks for teachers, research Poster Sessions, and opportunities for parents to interact with professionals.

Professional Continuing Education credits are available, as well as graduate credits. 

Special stipends are offered to two-person faculty teams from five Colleges or Universities, one who teaches general education courses and one who trains teachers to work with children who have learning disabilities.  Chosen teams can receive up to $1,000 per team to reimburse airfare, lodging, meal and parking expenses (attendance at the entire four-day conference is required).

LDA may be contacted at www.LDAamerica.org, by email at info@LDAamerica.org, by phone at 412-341-1515, or by FAX at 412-344-0224.

Joining LDA when you register will give you a discounted rate.  If you register on or before Jan 14th, you’ll receive an early bird discount.

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

+ “The Fonz” Statue to be Unveiled on Milwaukee’s Riverwalk

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Actor Henry Winkler and cast members of the 1950′s era sitcom “Happy Days” will be present when the bronze statue of “the Fonz” is unveiled in Milwaukee on August 19th, 2008.

Winkler, who played Arthur Fonzarelli in the TV series, says “I think it’s one of the greatest honors for me.  It’s right up there with putting my jacket in the Smithsonian Institution.”  The Fonz’s leather jacket was a signature prop, always associated with his bad-boy, “king of cool” character.

There will be autograph signings, free frozen custard, a parade and ceremonies before the Milwaukee Brewers-Houston Astros game.  A poster of “the Fonz” will be sold to benefit the Boys and Girls Clubs of Greater Milwaukee.

The statue will be a constant reminder that the TV series, which was produced from 1974 to 1984, is part of Milwaukee’s cultural heritage.

Henry Winkler, as many people know, has published 15 books about “Hank Zipzer: The Mostly True Confessions of the World’s Best Underachiever.”  The books are based on Winkler’s harrowing experiences as a boy with dyslexia and ADHD.  He has become a national speaker on dyslexia and the impact it had on his life.

As for the character of the Fonz, Winkler used the character to send positive messages to millions of TV viewers about serious issues such as bigotry and illiteracy, says Anson Williams, who played Potsie on the show.

Recalling an episode where Fonzie got a library card, Williams says a few days after the episode aired libraries across the country reported a huge spike in the number of people applying for cards.

“He used the show as a platform to teach morals and values and yet he was still cool,” says Williams.  “That staue is well deserved because 50 to 100 years from now, that character will still be cool.  Everyone loves a rebel at heart.”

sole source: Peg Masterson Edquist’s article in the Business Journal of Milwaukee on 8/13/08.  www.milwaukee.bizjournals.com

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

+ Study Skills? ROUTINES are the Answer

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Patricia W. Newhall, Associate Director of the Landmark School Outreach Program, wrote an article for the May/June issue of  LDA Newsbriefs.

Students with learning disabilities are at a profound disadvantage.  Instruction in explicit skills diminishes as they progress to higher grades, but the pressure to cover more and more content increases.

In addition to literacy skills, these students need to develop study skills and self-regulation skills to help them plan, execute and then be able to evaluate how they’re doing.  So, parents: what can you do to set this in motion?

The easiest skills to introduce at home are materials management, and time management.  But you want these routines to carry over through the school day.  Communicate with your child’s teacher about what works best for your child.  Request that teachers support your effort so your child receives consistent messages.

Managing Materials, Time and Information

No study skills instruction will cure learning disabilities.  But “Routines” can make a huge difference in performing better in school and feeling — actually being — more in control of their learning.

• The Bedroom — Divide it into zones for sleeping, playing, dressing, and reading. Mini-zones if they share a room.  (This breaks the seemingly overwhelming task of cleaning and organizing into manageable pieces.) Take photos of each cleaned zone, so your child knows what it should look like (many children do not carry a mental picture of what a clean room should look like; they’re at a loss when given the global instruction “Clean your room!”)
• The Homework Area — Establish a designated place for your child to do homework; a desk with a file drawer to store school papers is ideal.  Light it well.  It should be quiet and neat.  Nothing should be on the desk but the materials needed for that night’s task;  relevant reference books and a cup for pencils are permanent.  Put a bulletin board nearby for a calendar, reminders and motivational notes.
• The Backpack — A backpack should be large enough to carry everything needed and a 3-ring zip-up binder (essential for kids who struggle with organization).  Provide the binder with a pocket folder for each class (dividers are fine, but papers tear at the holes; folders stay put).  At the front put two folders — color coordinated — one marked “To School” (for homework) and one marked “To Home” (for announcements and graded, finished work).  Once a week, without fail, work with your child to clean out the folders; then staple and store finished work in a home file.
• CALENDAR – Often a child has no “picture” of what a day or a time means.  These next two pieces require patience and consistency but the rewards are enormous.  Work with your child to create a monthly calendar that includes chool events, family events, scheduled activities, appointments.  Update it frequently; keep it posted where your child can refer to it. 
• Daily Schedule — Work with your child to use the monthly calendar and the homework assignment book to create a daily schedule.  A sheet with time printed in 15- or 30-minute intervals and a corresponding line to write on works well.  This element of time management is the most important (and rarely taught).  This requires children to coordinate what often seem to be unrelated parts of their lives — home and school.  It provides them with a concrete visual representation of their time.

  Then, celebrate success.  It’s a fact that success breeds success!  The benefits of these routines will put your students in control of their learning.  Researchers highlight a feeling of self-efficacy that contributes to academic competence.  This can only begin to develop when students know they have the skills to rise to a challenge.

source: adapted from Patricia W Newhall’s article in the May/June 2008 issue of LDA Newsbriefs.  www.ldaamerica.org.  Newhall is Associate Director of the Landmark School Outreach Program, and the author of “Study Skills: Research-Based Teaching Strategies”, available online at www.landmarkoutreach.org.  

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