The following is the agenda for LDA’s 60th Annual International Conference. All times listed are local to Las Vegas. Please keep an eye on this page and your inbox for updates.
Schedule at a Glance
Sessions: 8:00am – 9:00am
Keynote Presentation: 9:15am – 10:45am
Keynote Panel Discussion: 11:00am – 12:15pm
Mini-Sessions: 11:00am – 11:20am
Mini-Sessions: 11:25am – 11:45am
Mini-Sessions: 11:50am – 12:10pm
Lunch: 12:15pm – 1:15pm
Sessions: 1:15pm – 2:15pm
Sessions: 2:30pm – 3:30pm
Afternoon Break: 3:30pm – 4:00pm
Sessions: 4:00pm – 5:00pm
Welcome Reception: 5:30pm – 6:30pm
Exhibit Hall Open: 7:30am – 9:00am
Sessions: 8:00am – 9:00am
Keynote Presentation: 9:00am – 10:15am
Keynote Panel Discussion: 10:30am – 11:30am
Sessions: 10:30am – 11:30am
Lunch (Exhibit Hall Open): 11:30am – 1:00pm
Sessions: 1:00pm – 2:00pm
Sessions: 2:15pm – 3:15pm
Afternoon Break (Exhibit Hall Open): 3:15pm – 4:00pm
Poster Sessions: 3:15pm – 4:00pm
Sessions: 4:00pm – 5:00pm
Sessions: 8:00am – 9:00am
Keynote Presentation: 9:15am – 10:45am
Keynote Panel Discussion: 11:00am – 12:15pm
Sessions: 11:00am – 12:00pm
Mini-Sessions: 11:00am – 11:20am
Mini-Sessions: 11:25am – 11:45am
Mini-Sessions: 11:50am – 12:10pm
Lunch: 12:15pm – 1:15pm
Sessions: 1:15pm – 2:15pm
Sessions: 2:30pm – 3:30pm
Afternoon Break: 3:30pm – 4:00pm
Sessions: 4:00pm – 5:00pm
Please note: All times and sessions are subject to change. We will notify attendees of changes via email and/or our conference app, which will be released to registered attendees prior to the conference.
Detailed Session Listing (with Descriptions)
| Session Time* | Session Title | Session Description | Session Speaker |
| 8:00AM – 9:00AM | The Misconceptions of Faculty about Post-Secondary Students with Disibilities. | This session addresses the current perspectives of higher education faculty and provides insight for accommodating postsecondary students with disabilities. It aims to demonstrate the impact faculty members have on SWDs, what current knowledge faculty members have of special education policies, and instructional techniques faculty members employ. | Toby Tomlinson Baker |
| 8:00AM – 9:00AM | Universal Design for Learning in Collaborative Classrooms All Means All | Universal Design for Learning (UDL) is a collaborative model for instructional planning. We will address the necessary steps in the collaborative process along with provide some practical guidelines for general and special education teachers working together to construct UDL classrooms. | Mamta Verma |
| 8:00AM – 9:00AM | Flexible Thinking: Executive Function Strategies to Improve Academic Performance and Reduce Stress | How can executive function strategies help students to learn when they feel stuck, anxious, and overwhelmed? Join us to learn practical, hands-on strategies that help students to think flexibly, overcome obstacles, and reduce stress as they master their work at home and in the classroom. | Shelly Levy and Michael Greschler |
| 8:00AM – 9:00AM | Updates at ETS: New Teleassessment Guidance and Tips for Assisting Test Takers with Accommodation Requests | This session will familiarize the audience with the ETS accommodations request process as well as the documentation guidelines for learning disabilities and ADHD. Additionally, presenters will introduce and present an overview of the ETS Teleassessment Guidance. Test taker options for supplementing their request for accommodations will also be addressed. | Robert Plienis and Lauren Pourian |
| 8:00AM – 9:00AM | Healthier Homes and Classrooms: How to Protect Children’s Brain Health and Learning Potential | Everyone deserves safe, healthy environments to live, learn and grow, free of chemicals that can harm children’s brain health. Learn about some of the worst neurotoxins and where they may be found, and what steps you can take to create healthier, safer homes and classrooms. | Tracy Gregoire and Amy Barto |
| 8:00AM – 9:00AM | Keeping the Student in the Center of the Room in IDEA and 504 Disputes | The presentation will review how the unique and individual needs of the Student are being lost in disputes and how to ensure that whether at an IEP meeting, administrative hearing, mediation or obtaining 504 accommodations that the parties keep in mind exactly what the students needs are and how to address them. We will provide the legal basis and strategies to ensure that the student is “in the room” at all times. | Janeen Steel |
| 9:15AM – 10:45AM | Reaching All Learners: Broadening Understanding of Culturally Responsive Assessment, Teaching & Support | KEYNOTE SESSION | Julie Washington |
| 11:00AM – 12:15PM | Eye-Opening Adventures for LD/ADHD Students– How Summer Camp and Outdoor Activities Can Assist in Meeting Social-Emotional and Academic Needs | These Mini Sessions will give participants a look at three experiences outside of the classroom that help build confident learners. Fun, Friends and Success: Summer Camp as a Tool for Social-Emotional Growth and Preventing the “Summer Slide” in Academics: Learn how summer camps designed to meet the needs of campers with learning disabilities promote learning, growth and confidence that are difficult to achieve at home or school. The difference a summer at camp can make in some campers (and their families) can be life changing.The Great Outdoors: Incorporating Nature into Education and Treatment Initiatives for kids with LD/ADHD: Hear about the research on incorporating nature into the planning of education and social-emotional interventions for young people with LD/ADHD. And learn from experts, how they put their own twist on these strategies to leverage the great outdoors, as well as the research results from these initiatives.The Brendan Approach – Navigating Learning Differences to Realize Improvement in Self-Esteem and Self-Confidence: Jump into new waters as you learn about The Brendan Approach. A method of reaching youth to sail and general boating that enhances their self-confidence and self-esteem. | Ilana Stoch, Karen MacMillan, Simon Williams, Charlie Arms, Danielle Feerst |
| 11:00AM – 11:20AM | Components of Effective Social-Emotional Support | This session will review the key components to effectively support the social-emotional needs of students. It will include indicators to determine the students’ needs, example activities and lessons and how to monitor and assess student progress. | Rebekah Dyer |
| 11:00AM – 11:20AM | We Did the Best We Could: Special Education Teachers’ COVID Successes and Setbacks | While COVID surely challenged teachers, experiences of special education teachers have been underrecognized. This presentation first summarizes the successes and obstacles of special education teachers, derived from individual interviews. Then, larger context is provided from a related study on teacher burnout. Implications for future practice and policy will be discussed. | Joshua Tolbert |
| 11:00AM – 11:20AM | Impact of Food Insecurity on LD College Students: An Invisible Epidemic Requiring Productive Solutions | As more individuals with disabilities seek postsecondary education, their experiences, which are already challenging, are further complicated by food insecurity. The purpose of this session is to describe how food insecurity impacts environmental justice and learning for students with Learning Disabilities and strategies on college campuses needed to reduce them. | Arlene King-Berry |
| 11:00AM – 12:15PM | Engaging and Motivating Classroom Techniques to Facilitate Vocabulary Acquisition and Reading Comprehension –Learn and experience Evidence-Based and Adolescent Endorsed Instructional Strategies for the Inclusive Classroom | This panel discussion will give general and special education teachers instructional routines for effectively teaching students with exceptional learning needs. Participants will learn how to implement the routines in the classroom along with receiving a variety of templates for targeting vocabulary and reading comprehension for improving students’ self-efficacy. Participants will also have an opportunity to experience a few quick and powerful evidence-informed activities that can transform the perceptions students and teachers have of working with vocabulary. These strategies and activities are applicable for Language Arts, content area classes, or for intervention work and have been “endorsed” by numerous adolescents. | Joseph Sencibaugh, Angela Sencibaugh, Jennifer Bond, Amy Barto |
| 11:00AM – 12:15PM | Extending Research-based Dialogic Read-Alouds with your Children: Building a Mindset for Successful Readers | This presentation teaches parents about Dialogic Reading, a research-based read-aloud strategy. DR builds vocabulary and listening comprehension through scaffolding children to answer questions of increasing complexity. We show how to incorporate a mindset for learning during DR. Parents will receive training tips, how-to videos, and articles to share with teachers. | Dayna Russell Freudenthal, Brenna Rivas, Stephanie Al Otaiba, & Francesca Go |
| 11:00AM – 12:15PM | Reaching All Learners: Broadening Understanding of Culturally Responsive Assessment, Teaching & Support – Keynote Panel Discussion | This panel will continue the discussion of topics from the Keynote Presentation by Julie Washington. | Julie Washington, Ryan Lee-James, Larry Pristo, & Elsa Cardenas-Hagan |
| 11:00AM – 12:15PM | The Brendan Approach – Navigating Learning Differences to Realize Improvement in Self-Esteem and Self-Confidence | This is an introduction to The Brendan Approach. A method of reaching youth to sail and general boating that enhances their self-confidence and self-esteem. | Charlie Arms, & Danielle Feerst |
| 11:25AM – 11:45AM | University Professor Orientations in Reading: The teachers who teach teachers to teach reading | What do teacher education candidates learn about reading differences and dyslexia? Addressing the chasm between science-based reading research and what is presented in university programs, this study found: it depends on professors’ reading orientation, dyslexia is usually not mentioned, and impetus for instructional change often originates from parents. | Suzanna Bortz |
| 11:25AM – 11:45AM | Supporting SEL Social Teaching Strategies in the Classroom: The Role of the Paraprofessionals | Participants will engage in an interactive overview of Social and Emotional Learning (SEL) to include defining and describing SEL, social teaching and instructional teaching practices. Presenters will outline ways for the Paraprofessional to implement and support social teaching strategies in the classroom and create SEL supported space in the classroom. | Tamar Riley, Denise Callwood-Brathwaite, Annamaria Jerome-Raja |
| 11:25AM – 11:45AM | Implementing culturally responsive and universal design learning evidenced-based practices with college minority students with specific learning disabilities | Educators learn how one university supports minority students with specific learning disabilities who come to college underprepared to persist beyond their first year using evidenced-based practices. Presenters describe strategies in teaching remedial math and reading that support students with SLD to remain engaged and complete these high failure rate courses. | Denise Callwood-Brathwaite |
| 11:50AM – 12:10PM | Using Mindful Breathing to Intensify Self-Regulated Strategy Development and Improve Reading Comprehension for Students with Learning Disabilities | Students with learning disabilities often exhibit deficits in reading comprehension and self-regulatory behavior. This session will focus on how to address these deficits by incorporating mindful breathing as a low-intensity behavioral strategy to intensify self-regulated strategy development and reading comprehension. | Aundrea McFall |
| 11:50AM – 12:10PM | Twice exceptional and minority: Parent Dilemmas and SouthAsian Perspectives | Two teacher-educators and parents of students with 2e – dual exceptionalities will share the challenges of identification in light of the social contextual factors. Teachers can benefit from understanding the diverse cultural contextual factors that impact schooling of such children who are both gifted and have ADHD. | Srimani Chakravarthi, Annamaria Jerome-Raja |
| 1:15PM – 2:15PM | Many Faces of the Mental Health Needs of our Students with Learning Disabilities: Supportive Strategies | This session addresses the mental health needs of students with specific learning disabilities. There has been an increase in anxiety, depression, and other co-morbid conditions that may exist with learning disabilities. What can we do as educators to support our students through partnerships, support, and positive strategies. | Beverley Johns |
| 1:15PM – 2:45PM | Core-Selective Evaluation Process for SLD Identification | The Core-Selective Evaluation Process (CSEP) is a third-method PSW approach to SLD identification. It has been used successfully for over seven years in several states. This session will provide an overview of CSEP and describe the features that sets this model apart. | Edward Schultz |
| 1:15PM – 2:15PM | It Begins With the Sentence | In this fast-paced, hands-on session, we will explore what makes sentence level work for reading and writing challenging. Participants will leave with practical ideas for teaching syntax which lay a foundation for literacy skills that students can apply throughout their educational experience, from kindergarten through high school. | Judy Fuhrman |
| 1:15PM – 2:15PM | Executive Function Skill Training for Individuals with Learning Disabilities: The Why and How | This session provides attendees the rationale for providing executive function skill training to students with learning disabilities. In addition, a process for providing explicit instruction utilizing metacognitive learning strategies is explained and demonstrated. Session attendees leave with strategies including working memory, inhibition, cognitive flexibility and others. | Roberta Strosnider, Debi Gartland |
| 1:15PM – 2:15PM | Connecting Digital Learning Programs to Classroom Literacy Instruction | A 2022 EdWeek survey revealed that use of “software programs to address literacy gaps among elementary school children” is quickly growing. Using WORD Force, a freely available digital learning early literacy program, participants will generate ideas for using data from digital programs to inform early literacy classroom instruction. | Jaumeiko Coleman |
| 1:15PM – 2:15PM | Post-COVID Special Education Legal issues and Education Hot Topics | A overview of the legal issues post-COVID. Specifically, COVID Compensatory services, mask litigation, staffing issues and other issues relating to provision of special education services. | Heidi Goldsmith |
| 2:30PM – 3:30PM | Understanding Evolving Learning Disability Documentation Requirements in Postsecondary Education | Postsecondary institutions can require that students with learning disabilities submit documentation to receive appropriate disability related supports. However, requirements vary from school-to-school. This session will present results of interviews conducted with service providers from a range of schools with varying documentation requirements. Implications for students in transition will be presented. | Joseph Madaus, Lyman Dukes, Michael Faggella-Luby, Nicholas Gelbar |
| 2:30PM – 3:30PM | Universally Designed Supervision: Meeting the Needs of Neurodiverse Employees | Why do qualified neurodivergent employees struggle in the workplace and how can we change it? This presentation discusses the Universally Designed Synergistic Supervision model and techniques supervisors can use to increase the odds of success for neurodivergent employees. | Adam Lalor |
| 2:30PM – 3:30PM | Raising Capable Kids Regardless of the Challenges They Face | This session introduces Capable Parenting Habits(TM) distilled from the recently-released book, Capable: A Story of Triumph for Children the World has Judged as ‘Different’. The author weaves her life experience with current research to inspire others to parent so that their child gets the all-important message that they are capable! | Deborah Winking |
| 2:30PM – 3:30PM | Math games galore, how to select the most effective games and apps for your students with MathLD dyscalculia | Math games are the new worksheets, they bring the fun back into math and when played with family members can enhance the school to home connection for math. In this session I will share ways to select the most effective games from the plethora of in person and online games. | Anna Schreuder |
| 2:30PM – 3:30PM | Advocating for Your Child with SLD: How to Begin Making a Difference- It might be easier than you think | Ensuring that your child is evaluated and identified with a specific learning disability as early as possible is key to their academic success, and so is knowing how to advocate for appropriate interventions. Most people are intimidated by the process of advocacy or don’t know how to begin. This panel discussion will demonstrate ways in which individuals can begin advocating for a particular issue or cause. This session will provide key information for parents on support and advocacy for your child. | Cindy Cipoletti, Daphne Uliana |
| 2:30PM – 3:30PM | Celebrating the Kaleidoscope! Culturally Diverse Students from Economically Disadvantaged Schools– How to Identify and Leverage Classroom Cultural Assets and Alternative Techniques Across Subject Areas | How do we begin to cater to needs of diverse social, cultural, linguistic and ethnic students with LD and ADHD, while being mindful of the numerous assets they bring? Panelists will show how to identify and incorporate these assets into practical strategies to use in the classroom, across subjects. They will also demonstrate how these strategies work in specific subjects such as how to identify common math errors and learning how to implement alternative algorithmic techniques for teaching basic computation (addition, subtraction, multiplication, and division) of whole numbers along with learning how to explicitly teach mathematical calculations utilizing metacognitive strategies. | Jennifer Bond, Joseph Sencibaugh, Angela Sencibaugh, Srimani Chakravarthi, EunMi Cho |
| 3:00PM – 4:30PM | Evidence for Assessment of Executive Function | Assessment practitioners have many choices for evaluating executive functions. The most common approach relies on assessment with the BRIEF instruments and performance measures. Tests and rating scales, however, often produce disparate results. Learn how to validly interpret, integrate, and write findings from both approaches. | Peter Isquith |
| 4:00PM – 5:00PM | You Can’t Make Me: Positive Strategies for Reaching Students with Oppositional Defiant Behaviors | Do you find yourself frustrated with students who won’t comply with your requests and tell you that they don’t have to do what you want them to do? Come to this session to learn more about the many reasons children may engage in such behaviors and what are positive behavior strategies that increase the likelihood that the student will behave appropriately. | Beverley Johns |
| 4:00PM – 5:00PM | Developing Goals and Progress Monitoring Strategies for Executive Function Deficits | This is a must see highly interactive presentation. The identification of executive function deficits are increasing every year in students with learning disabilities. If you find developing executive function goals and techniques for progress monitoring strategies difficult to do, this session is for you. | Steve Hutton |
| 4:00PM – 5:00PM | Returning to Learning: Our Next COVID Challenge; The Legal and Educational Challenges of Providing FAPE in a Post-Shutdown World | This presentation will explore the legal and educational challenges presented by providing FAPE as students return to in-person learning. The presentation will assist parents and others with determining current levels of functioning, appropriate recovery plans/compensatory services, revised IEPs, the need for additional special education services, and legal rights to services. | Meghan Probert, Michael Eig, Lisa Taylor-Cunningham |
| 4:00PM – 5:00PM | Unboring Grammar and Writing Instruction | Teaching grammar doesn’t have to be a boring, unending sea of useless drills. In this session, participants will learn to teach grammar and composition using natural, dynamic, and stick-in-their brains techniques to create legions of writers who capitalize and punctuate well-constructed sentences with spectacular vocabulary whenever they write. | Fern Goldstein |
| 4:00PM – 5:00PM | LDA Standards for Assessment and Evaluation of Learning Disabilities | This session will serve to unveil the newly drafted LDA Standards for the Assessment and Evaluation of Learning Disabilities. These standards are researched informed and based on best professional practices. Once approved by the LDA Board, the standards will serve as the foundation of a system to accredit evaluators. | Monica McHale-Small, Eric Tridas, Gad Elbeheri, Elsa Cardenas-Hagan, David Allsopp, Kristina Quinlan, Sarah van Ingen Lauer |
| Session Time* | Session Title | Session Description | Session Speaker |
| 8:00AM – 9:00AM | Empowering Students, Families, and Teachers to Embrace Assistive Technology | We piloted a school-wide education program to encourage and normalize the use of assistive technology throughout the school community. We gathered feedback from students and stakeholders and utilized these feedback loops to enhance and normalize the use of assistive technology for all learners. | Teresa Serangeli, Mandy Bunte, Melodee Walker, Keren Faling |
| 8:00AM – 9:00AM | University Students with Learning Disabilities’ Perception of a Resiliency-based Academic Coaching Model | The purpose of this action research study was to discover university students with learning disabilities’ perception of a resiliency-based academic coaching model. The qualitative research study informed on the following factors: academic resilience, academic achievement, and university retention. | Amanda Evans |
| 8:00AM – 9:00AM | The NSF INCLUDES Alliance: The Alliance for Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM (TAPDINTO-STEM) | TAPDINTO-STEM is a collaborative research project funded by the National Science Foundation with the goal of increasing the quantity of students with disabilities receiving associate, baccalaureate, and graduate degrees in science, technology, engineering, and mathematics (STEM) disciplines. The purpose of this session is to describe program components and activities. | Tamara Massey Garrett |
| 8:00AM – 9:00AM | The Effect of Phonemic Awareness Instruction on Struggling Readers | This action research paper examined the effect of Phonemic Awareness Instruction (PAI) on three grade three pupils having difficulties with sounds of letters of the English alphabet. | Francis Anku, Florence Mensah, Prince Oduro |
| 8:00AM – 9:00AM | The Use of SEL to Improve Executive Functioning Skills for Students with Exceptionalities | This session will provide participants with evidence-based Social Emotional Learning strategies which can improve students’ executive functioning skills. | Megan Lyons |
| 9:00AM – 10:15AM | Just LD?: Putting the Spotlight on Conditions with High Co-morbidity with LD | Students who are found to have a Specific Learning Disability (n=33%) comprise the largest group of students in special education programs (National Center for Education Statistics, 2021). Learning disabilities often co-occur with other conditions, like attention deficit hyperactivity disorder (ADHD) and anxiety disorder (Sahu, Patil, Sagar, & Bhargava, 2019), which can create complexity in the presentation of needs as well as in constructing a treatment plan. Experts on topics like executive function, auditory processing disorder, ADHD, dysgraphia, trauma, dysregulation, and anxiety will share insights and best practices for assessment and treatment during a keynote panel discussion. | George McCloskey |
| 10:30AM – 11:30AM | Building Your Team and Training the Trainers: Understanding How to Best Utilize and Train Paraprofessionals and Tutors | This panel discussion will focus on guidance to paraeducators, teachers and tutors who work together as instructional teams. The need for ongoing paraeducator and tutor training is essential to supporting students with learning disabilities. They will look at ways to increase understanding of collaboration, assessment, instruction, and behavioral management practices. They will also take a specific look into the science of reading instructional strategies to because reading plays such a critical role in education. Panelists will also offer insight on training resources. | Robert Frantum-Allen, Peggy Yates |
| 10:30AM – 11:30AM | Understanding the Nature of Dysgraphia and Learning from the Dysgraphia Community | The term dysgraphia is used differently by different entities in the scientific research literature and in educational contexts. Is it synonymous with specific learning disabilities in written expression. This panel will discuss different usages of the term dysgraphia and their implications while educating about learning differences in written expression. They will also delve into research using patient reporting which provides insight into the experience of people with various conditions, leading to better ways to support, manage, and/or treat these conditions. Participants will learn how research can benefit those impacted by dysgraphia and panelists will share opportunities on how to participate in research to advance the field. | Jennifer King, Amy Copeland |
| 10:30AM – 11:30AM | Implementing Person Centered Approaches in School Age and Transitions to insure Diversity Equity and Inclusion | Attendees will participate in a number of strategies that align with the national initiative for Person Centered Approaches, obtain an overview of state special services for school aged and adults, learn steps and strategies to build self-determination as a parent or professional, and obtain mapping tools for planning. | Elizabeth Alves, Stefanie Rinaldi |
| 10:30AM – 11:30AM | Secrets to Student Success: Social-Emotional Learning and Supportive Environments Increase Academic Achievement and Markers for Post-Secondary Success in People with Learning Disabilities | Come learn about best practices that you can apply in your own classrooms for student success! Across several studies, Winston Preparatory School has discovered reasons why their students are successful after high school. Social and emotional learning and supportive environments play important roles in their success. Although academic achievement scores decreased for many students during the COVID-19 pandemic, Winston Preparatory students had a significant annual increase in their scores, even during the pandemic. Panelists will discuss how several of the social and emotional learning skills explicitly taught in the Winston classroom explained these increases. | Amber DeBono, Danielle Lindsay, Elizabeth Mendelsohn, Michele Heimbauer, Jonathan Cohen, Marinda Weaver |
| 10:30AM – 11:30AM | Strategies for Engaging and Supporting Your Child with LD When Learning Comes Home | Does the idea of helping your children learn at home stress you out? Many parents of children with LD and other disabilities are struggling with schools’ “new normal” that often expects them to manage much of the classroom instruction themselves, including any needed supports. You are not alone homeschooling presents even many challenges and this session will help parents navigate the journey. This panel will discuss simple, but powerful ways you can provide learning support at home without feeling like you’re losing your mind or overtaxing your budget! | Kathleen Loftus, Amy Barto |
| 10:30AM – 11:30AM | Executive Functioning: Strategies to Increase Success in Children with Learning Disabilities | Executive functioning impacts a student’s education and everyday life. In this session, we will cover three main areas of executive function including working memory, cognitive flexibility, and inhibitory control. We will utilize hands-on strategies that can be used in the classroom to strengthen these skills. | Chelsea Baker, Katie Erdmanis |
| 10:30AM – 11:30AM | Recognizing Dyslexia in Your Child’s Performance and Advocating for Effective Services | This presentation seeks to educate parents about early signs of dyslexia and critical action steps parents can take to help ensure their children receive services that will improve reading and other academic outcomes. Dyslexia experts will emphasize early identification and evidence-based interventions as well as mental health needs. | Erin McDonough, Kathleen Hurley |
| 10:30AM – 11:30AM | Just LD?: Putting the Spotlight on Conditions with High Co-morbidity with LD – Panel Discussion | This panel will continue the discussion of topics from the Keynote Presentation by George McCloskey. | George McCloskey, Beverley Johns, Jeanane Ferre, Angela Blackwell |
| 1:00PM – 2:00PM | Hidden in Plain Sight: When your child’s School says a Specific Learning Disability doesn’t exist because of Autism or ADHD – Dispelling Myths About the Existence of Specific Learning Disabilities and their Co-Morbidities | About 50-60% of people with ADHD also have an LD, the most common of which is dyslexia. Although these conditions share traits, they are unique and thorough assessment is critical. This panel will discuss both diagnoses, symptoms they share, ways they differ, and offer treatment considerations if both are present. They will also discuss how parents and advocates can use lessons from a Texas Dyslexia case to advocate effectively for a child who has several diagnoses and a learning disability. Learn how to combat misconceptions about comorbid disabilities and educate your school team at the same time. | Virginia Spencer, Cheryl Chase |
| 1:00PM – 2:00PM | Improving Reading Skills with Immersive Reader and Reading Progress | This session will look at one of the most critical skills in education, Literacy! Learn how instruction and accommodation can work together to remove commonly experienced roadblocks and increase learning outcomes for your students! We will demonstrate Microsoft assistive technology tools available to support classroom engagement, accessibility and personalized learning. |
Rachel Berger |
| 1:00PM – 2:00PM | Understanding the Impact of AD/HD and LD in the Classroom and Beyond: An Evidence-Based Perspective | In this workshop, an overview of three key pillars of support for students and adults with ADHD and LD will be provided: education about ADHD and LD, a healthy lifestyle discussion that addresses social and emotional supports, and practical as well as functional strategies for skill building and reflective practise. | Krista Schultz |
| 1:00PM – 2:00PM | Building Special Educator Success Through a High Leverage Rubric | This interactive presentation will examine how teachers can use High-leverage practices to grow skills in supporting diverse learners. An updated research-based rubric based on High-leverage practices will be shared. Participants will examine the rubric and practice implementation into current practices focusing on ensuring success for diverse learners in their classroom. | Emily Smith, Dennis Cavitt, Pam Brezenski, Jessica Broderick |
| 1:00PM – 2:30PM | Evaluation of SLD in English Learners: Visualizing normal ability via Cattell-Horn-Carroll domain-level analysis. | This presentation will introduce this new method of domain-level analysis of cultural and linguistic factors using Excel-based histograms to form clear, easily understandable visual representations of the impact of cultural-linguistic factors within the context of normal ability. Participants will learn how use of the D-SNAP to evaluate the impact of cultural and linguistic factors on test performance may provide a more systematic and evidence-based method for addressing test score validity than subtest-level examination, as well as making it easier to interpret the meaning of the scores within a framework that is similar to the manner in which practitioners routinely graph results and assign meaning to them. In this way, the process of identifying SLD may be facilitated while retaining an inherent focus on fairness and ensuring validity to prevent potential bias in evaluation of ELs. | Samuel Ortiz, Larry Pristo |
| 1:00PM – 2:00PM | Disability, Race, and School Discipline | Students with disabilities, especially Black students, are the students at greatest risk of experiencing punishment by school staff or police. This workshop will explore these trends and steps that can be taken in policy and practice to address this crisis and ensure that children receive the supports they deserve. | Harold Jordan |
| 2:15PM – 3:15PM | Preparing middle and high school students now…for life after high school! | Key executive skills that are critical for success in middle and high school are also essential for success in college and the work world. Specific challenges linked to deficits in executive functions such as difficulty getting started on tasks, completing long-term projects, forgetting assignments/ chores, being disorganized, and often being late will be reviewed. Intervention strategies will also be discussed. | Chris A. Dendy |
| 2:15PM – 3:15PM | Stanford Learning Lab’s Executive Functioning Program | The Stanford Learning Lab launched an Executive Functioning training program at Stanford University to support students struggling with Executive Functioning. During our presentation, we will describe our program’s design, how we assessed students and set goals, what materials were used, and describe the outcomes of the program after one year. | Mitchell Dandignac, Kathryn Gray |
| 2:15PM – 3:15PM | Invisible Children: Learning Differences & Homelessness | Approximately 19% of all homeless students are students with disabilities. Homelessness influences every aspect of a student’s life and can inhibit development overall. This session will address the challenges of students who are homeless with learning differences and the impact on learning. Resources will be shared for geographic regions. | Analisa Smith |
| 2:15PM – 3:15PM | Everyday Self-Advocacy for the Neurodivergent Student: Skills to Practice Today to Foster Success in College | The workshop will focus on providing specific steps that parents and educators can use to help their students feel more confident in communicating to support and other college professionals and make decisions about how and when self-advocacy is needed. | Roxana Samaniego, Laurel Grigg Mason, Estrella Ochoa, Daniel Linden |
| 2:15PM – 3:15PM | Understanding and helping struggling readers: What works in the classroom and at home | This presentation is focused on helping classroom teachers and parents understand the reading process and reading disabilities. We will use the science of reading to explain the process and development. In addition, attendees will see demonstrations of activities and make their own activities to use with struggling readers. | Jill Hartmann, Lisa Hoffman |
| 2:15PM – 3:15PM | Word Walls or Sound Walls: The Benefits of Using a Sound Wall for ALL Students | Using a sound wall in your classroom can transform instruction. Because of the science of reading, we are becoming more aware of the role of phonetics and phonology in beginning reading and spelling. While learning to speak happens long before learning to read, teaching how speech maps to print has not always been a part of general classroom instruction. Developing phonemic awareness to a prescribed level must happen prior to the development of automatic sight word reading. Explicitly teaching the sounds, how they are produced in the mouth, attending to what is happening with your tongue, teeth and lips and the flow of air makes learning more concrete. We will examine the 44 speech sounds, how to introduce them and build a sound wall with consonants and vowel phonemes and discuss strategies for engagement as part of daily practice. These are some of the steppingstones to orthographic mapping so all students can become fluent and proficient readers. | Mary Dahlgren |
| 2:45PM – 4:15PM | Equity through Literacy: What School Psychologists Need to Know about the Science of Reading | Literate citizens are essential for a functioning democracy. However, reading failure is a persistent problem across the United States. In schools primarily serving low income and culturally and linguistically diverse learners, there is a well-documented literacy crisis. No matter if the role of the psychologist is to design evidenced-based interventions and progress monitoring plans or to evaluate to determine special education eligibility, it is critical for all school psychologists to understand what the research tells us about evidence-based instruction, intervention and assessment. This session will overview the science of reading instruction and the role of the school psychologist in promoting social justice by working to ensure all students achieve literacy. | Monica McHale-Small, Michelle Storie, Percell Whittaker |
| 3:15PM – 4:00PM | A Community Driven Approach to Preventing Learning Disabilities Related to Lead Poisoning. | Lead poisoning is a matter of national and local policy interest because it is a known cause of intellectual impairment, ADHD, learning disabilities and behavioral disorders. In this session, I explore recent strategies to re-focus on lead amidst the ongoing pandemic by focusing on the case of Syracuse, New York. | Frank Ridzi |
| 3:15PM – 4:00PM | A Machine Learning (AI)-Based Prediction Model of learning disabilities Using Executive and Reading Fluency Data – a randomized control trial | The session will discuss the digital biomarker for LD and the ML/AI-based predictor algorithm for Learning Disabilities, using a brief sample of reading through speech acquisition and executive functioning using software games based on psychological tests. We will present validation data from an RCT. | Vinay Singh |
| 3:15PM – 4:00PM | IMPACT Math: One School’s Strategy for Differentiating Middle School Math | This poster shares The New Community School’s IMPACT Math, a teacher-created middle school math program. IMPACT Math is a structured, individualized, and multi-sensory approach to math. In this session, the creators of the program will explain the IMPACT Math approach. | Rachel Owens, Cindy Smith |
| 3:15PM – 4:00PM | Exploring Changes in Academic Performance and Mental Health Symptoms of Children and Adolescents in the Treatment of Learning Disabilities | A retrospective record review pilot study for a therapy that addresses academic achievement and mental health symptoms simultaneously with twice weekly therapy. | Lauren Pandes-Carter, Marie-Joane Cardin |
| 3:15PM – 4:00PM | How to use printed and digital comics for students with learning disabilities | With the advancement of technology, digital comics are available in addition to traditional printed comics. Regardless of the format, comics provide significant visual supports that benefit students with LDs. This session will review current literature and share instructional strategies for using printed and digital comics to support students with LDs. | Sung Hee Lee |
| 3:15PM – 4:00PM | Literature Review: The Effect of Direct Instruction on Math Fact Fluency for Students with a Learning Disability | A Literature Review: Approximately 5%-9% of the population has a math learning disability (Fuchs, Fuchs, Schumacher, & Seethaler, 2013). The impact of an MLD can be a life long challenge. The literature reviewed were of the following interventions: computer assisted instruction, direct instruction, and procedural strategy. | Dawn Farlow |
| 3:15PM – 4:00PM | Using Letter Stimulus and Letter Knowledge Sheets to Remediate Students with Reading Difficulties | This action research is a report on two grade four students who were administered letter stimulus and letter knowledge sheets. The results of these assessments provided the students’ baseline performance in reading. | Florence Mensah, Prince Oduro, Francis Anku |
| 4:00PM – 5:00PM | Using Root Cause Analysis to Drive IEP Goals and Instruction for Literacy | Determining targeted IEP goals requires analysis. Using tools that were developed to solve problems in other fields of study can apply directly to special education. By using formative assessment tools and screeners along with a fishbone analysis, you can pinpoint specific areas of needs to determine your IEP goals. | Robert Frantum-Allen |
| 4:00PM – 5:00PM | Structured Literacy For All! | According to the International Dyslexia Association, the principles of instruction and content of a Structured Literacy program are essential for effective teaching methodologies. This presentation will give educators a better understanding of the methodology which is deemed “essential” for remediating mild to severe reading difficulties and benefits ALL students. | Katie Hodgkins |
| 4:00PM – 5:00PM | Developing a Comprehensive Reading Program for Older Struggling High School Readers | Many students continue to fall further behind due to years of negative outcomes associated with reading deficits. Their need for focused and intensive intervention is vital. This panel will look at essential information to help educators understand and implement the effective features of research-guided intervention to support older struggling readers. In addition to identifying common reading comprehension challenges and they will look at how to address them with specific and explicit instruction, a rigorously scaffolded reading program, and authentic repeated opportunities for practice. These programs are important in High School English classrooms and the panel will also discuss high-level reading skills needed for college-bound high school students with learning disabilities and ADHD. | Kirstina Ordetx, Claire Walter, Daphne Sajous-Brady |
| 4:00PM – 5:30PM | Protecting Children’s Brain Health | HCP works to eliminate harmful chemicals linked to learning, attention and developmental disabilities. Workshop will include how to connect HCP work to our broader LDA work, HCP resources and messaging, strategies to find and engage partner organizations, and a state showcase of HCP activities. Strongly encouraged for LDA state affiliates. | Tracy Gregoire, Amy Barto, Rashmi Joglekar |
| 4:00PM – 5:00PM | The Power of a Writing Sample | Learn how to analyze student writing samples to design targeted instruction within a structured literacy framework. Assessing a student’s knowledge of phonology, orthography, phonics, semantics, syntax, morphology, and syllabification will allow you to develop an individualized instructional plan that enhances the skills needed for successful written expression. | Katy Vassar |
| 4:00 – 5:30PM | Normal Isn’t Real: Educating Students About LD and ADHD Using Film and First-Person Narrative | Educators have been using film and first-person accounts to teach students about society for decades. Yes, film is able to capture life stories using both sight and sound, but when it captures first-person accounts of lived experiences, film also captures authentic emotion and heart. NORMAL ISN’T REAL: Succeeding with Learning Disabilities & ADHD is a powerful film that has been used in secondary and postsecondary classrooms across the nation. The film offers viewers the opportunity to hear about the lived experiences of four adults who have navigated life with learning disabilities and/or ADHD. This session will offer attendees an introduction to the film and a recently developed Toolkit that will support educators to expand upon the film’s themes. The filmmaker and the developer of the Toolkit will discuss how educators can use the film to support student learning. One profile from the film will be shown along with a corresponding activity. All attendees will be entered in a drawing for a free 1-year license for the Film + Toolkit! | Adam Lalor, Krys Kornmeier |
| Session Time* | Session Title | Session Description | Session Speaker |
| 8:00AM – 9:00AM | Developing Self-Advocacy Skills and a Checklist for Pre-College Students | Students and families will learn strategies for developing the student’s self-advocacy skills to aid their transition to college. The presentation will include strategies for self-advocacy, information about educational rights, and recommendations for where to get support on your campus. | Jessica Stansel, Taylor Gillis |
| 8:00AM – 9:00AM | Accommodations – Understanding and Accessing Testing Accommodations on High Stakes Exams | In this session, we will look at the types of accommodations that are available for high-stakes exams, the accommodation request process, and documentation requirements. Also included will be an updated overview of accommodated testing and the best way to assist students when they need help applying for accommodations. | Debbie Bergtholdt |
| 8:00AM – 9:00AM | The Evidence for Executive Function Intervention | Executive functions contribute demonstrably to students’ success in the academic, social, emotional and behavioral domains, and executive dysfunction contributes to a wide range of clinical conditions. In this presentation, we will discuss a functional framework for understanding executive functions, and will review evidence for approaches to intervention. | Peter Isquith |
| 8:00AM – 9:00AM | Finding a Balance between providing support and nurturing independence | Finding the balance between the work parents put into the development of their children, and empowering children to help themselves can be a difficult minefield to navigate. This workshop will focus on strategies for both parents and children. | John Willson |
| 8:00AM – 9:00AM | Supporting the Language and Literacy Needs of English Learners with Dyslexia | This session focuses on supporting effective instruction for English Learners with dyslexia. Understanding the overlap in characteristics of a student with dyslexia and one acquiring English can help prevent ineffective practices that target the wrong need. Evidence-based strategies to support the needs of English Learners with dyslexia will be shared. | Linda Cavazos, Alba Ortiz |
| 8:00AM – 9:00AM | Use of Bibliotherapy as an Intervention to Reduce Anxiety in Students with Learning Disabilities | This session will serve to unveil the newly drafted Schools are seeing an increase in student anxiety, including in their students with LD. School-based professionals need strategies to assist students with their anxiety. Bibliotherapy is a strategy that can help all students recognize, understand, and successfully navigate their own emotions and thoughts associated with anxiety in a non-threating manner. | Kristina Quinlan, Laurie Dickstein-Fischer |
| 8:00AM – 9:00AM | Strategies and Tools for Inclusive Social Studies and the Power of Disability History and Civics | The 2021 Educating for American Democracy Roadmap calls for implementation of best practices in teaching history and civics for all. Join an Accessing Inquiry project inclusion specialist to experience engaging strategies and tools for access to social studies, including integration of Disability History across the curriculum. | Rich Cairn |
| 9:15AM – 10:45AM | Disrupting Ableism – Setting Inclusive Expectations for Success | Inclusivity is a term with broad implications, particularly relative to en-”abling” access to education and social opportunities. However, individuals with disabilities like learning disabilities are sometimes dis-”abled” during attempts to expand classroom participation and social interaction. This occurs when educators forgo use of accommodations and supports like technology that will allow access to grade-level curriculum while students also receive specialized instruction and intensive interventions (Collins & Ferri, 2016; Tan & Thorius, 2018). This phenomenon known as ableism is “the ingrained prejudice against performing activities in ways that might be more efficient for [people with disabilities] but that are different from how [people without disabilities] perform them” (Hehir, 2002, p. 5). Learn from keynote panelists about more comprehensive inclusion practices that incorporate various accommodations, use of universal design for learning (UDL), and align with the concepts of “free appropriate public education (FAPE)” (Individuals with Disabilities Education Act [IDEA]; Section 504 of the Rehabilitation Act of 1973) and “least restrictive environment (LRE) in IDEA. |
Lydia Brown |
| 11:00AM – 11:20AM | State Advocacy 101 | There are tremendous opportunities for advocates to influence state policy. Education is a state responsibility and we must make sure that students with disabilities are included in every policy, program and initiative. Come hear examples from across the country and brainstorm ways you can develop solutions for your state. | Karla Krivickas |
| 11:00AM – 11:20AM | Stanford University’s LLIT Program: Lighting a Path to Sustainable Achievement for Neurodiverse Students | Stanford University’s Learning Lab supports neurodiverse students through its one-of-a-kind LLIT Program. Discover the framework and origins of this program designed to fill an unmet need for many college students, especially those who are twice exceptional. | Aillie McKeever |
| 11:00AM – 11:20AM | How do you evaluate dyslexia and can schools identify dyslexia? | There is much known about effective methods and programs that successfully mitigate dyslexia. But who can diagnose dyslexia and what specific areas to be evaluated to rule out dyslexia? During this presentation, the evaluation of necessary skills will be discussed as well as next steps for evaluations in schools. | Jennifer Ra |
| 11:00AM – 12:00PM | Setting Up Students for Post-Secondary Success: The keys to facilitating effective online transition programs for students with neurodevelopmental disorders | The transition to post-secondary is difficult for all students, but especially for those with neurodevelopmental disorders. In this session we will share 20 years of experience running transition programs, including program content, considerations for online/blended delivery, and lessons learned. | Alexandra Bosco, Candice Daiken, Alison Parker |
| 11:00AM – 12:00PM | Leveraging the unique skills and abilities of learning differently to develop social-emotional skills, self-advocacy and leadership skills. | Panel members will respond to questions from the moderator and audience members to share stories of their lived experience of learning differently and how they have been empowered to develop robust social and emotional skills, cultivate advocacy and leadership skills, and reduce stigma and self doubt. | Symon Hayes, Carly Priest |
| 11:00AM – 12:00PM | Teleneuropsychological Assessment of Youth with Neurodevelopmental Disorders: Lessons Learned | Due to necessity, many practitioners moved to teleneuropsychological assessment during COVID-19. Investigating the equivalence of these assessments to in-person evaluation, we assessed 25 youth with neurodevelopmental disorders using a counterbalanced design. Findings and specific challenges encountered will be discussed, with suggestions for practitioners engaging in this type of practice highlighted. | Beth Pollock, Allyson Harrison |
| 11:00AM – 12:15PM | Advocacy Strategies from Lived Experiences of Disabled Leaders: Preparing LD Students for Transition | The life stories of Judy Heumann and Mick Countee will be used as case study examples to teach self-advocacy skills needed to improve transition outcomes for students with LD. Session will include review of lesson plans that teachers can use to highlight the self advocacy strategies/techniques used by leaders. | Mary Dolan, Rosalie Boone, Arlene King-Berry |
| 11:00AM – 12:15PM | Disrupting Ableism – Setting Inclusive Expectations for Success – Panel Discussion | This panel will continue the discussion of topics from the Keynote Presentation by Lydia XZ Brown. | Lydia Brown, Jerrold Jackson, Janeen Steel, Adam Lalor, Jaumeiko Coleman |
| 11:25AM – 11:45AM | Implementing intensive intervention instructional strategies informed by the Science of Reading through a graduate practicum | In-service teachers learn how to implement intensive intervention instructional strategies informed by the Science of Reading through a graduate practicum. Presenters will describe the observations and lessons learned in the training of graduate special education teachers implementing intensive interventions of scientifically based literacy instructional strategies through a practicum experience. | Denise Callwood-Brathwaite, Annamaria Jerome-Raja, Tamar Riley |
| 11:25AM – 11:45AM | Orton-Gillingham components for an explicit, systematic, and multisensory phonics program; and research-based writing strategies. | Participants will learn the multisensory strategies of the Orton-Gillingham phonics program which increase decoding, reading and fluency. They will also learn how to teach students writing strategies like retelling, summarizing, and basic paragraphs (explanatory, process, reason, persuasion, comparison/contrast, and narrative). | Deborah Levy |
| 11:25AM – 11:45AM | Higher Education Faculty with Dyslexia Strategies for Success | In our presentation we will share the challenges and coping strategies of 8 college and university faculty members with dyslexia. | Alexa Darby, Sophia Aimone, Maya Oledzka, Gloria Cadet |
| 11:50AM – 12:10PM | Effectiveness of Computer Assisted Cognitive Retraining for children with Specific Learning Disability (SLD) | This paper compares the effectiveness of computer assisted and manualised cognitive retraining on various cognitive, socio-emotional, and academic skills of Indian children with Specific Learning Disability by means of a randomised control design. A sample of 60 students were taken for the present longitudinal study divided in 3 phase. | Gargi Bansal, Anand Singh |
| 11:50AM – 12:10PM | NSF INCLUDES Alliance: The Alliance of Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM (TAPDINTO-STEM) | This session will inform attendees about the history and structure of the NSF INCLUDES TAPDINTO-STEM Alliance, activities and interventions being provided to students with disabilities in STEM, opportunities to become involved in the alliance’s work, best practices for mentoring, retaining, and graduating students with disabilities, and previous research findings. | Brittany McCullough |
| 11:50AM – 12:10PM | How to Survive Transitioning through School and Life with your child! | This session will focus on lessons learned while raising three children with learning disabilities. Learning to have faith in yourself, your child, and when to ask others for help! | Daphne Uliana |
| 1:15PM – 2:15PM | Leveraging Strengths for Student Growth: A How-to-Guide for Dynamic IEPs | IEP goals & objectives that are strengths-based are vital to bolstering a students’ self-concept. Yet, despite decades of research indicating their efficacy for positive outcomes, strengths-based models for IEPs remain largely ignored in practice. This presentation focuses on a five-step framework for including strengths-based language in IEPs for immediate application. | Kara Loftin |
| 1:15PM – 2:15PM | Best Practices for Optimizing Service Delivery and Use of Assistive Technology for Learners in Inclusive Settings | These mini sessions will give educators and parents alike a plethora of resources for free and affordable assistive technology to help students with learning disabilities. Optimize Assistive Technology in the Classroom & Beyond: During this workshop, we will address areas of the IEP that are underutilized, and how both parents and educators can use these areas to gain access to affordable/attainable tools. These tools will help students better access their education today and have the skills needed for both college and the workforce. Fostering Inclusion and Engaging Every Learner with Free Microsoft Assistive Technology Tools: Students with learning disabilities are often at a disadvantage from their peers when it comes to accessing curriculum and engaging in classroom content. Microsoft’s broad set of assistive technology capabilities ensure that students of all abilities can engage, personalize learning and demonstrate cognitive abilities to effectively participate in their learning. | Rachel Berger, Courtney Burnett |
| 1:15PM – 2:15PM | When ADHD Complicates Learning Disabilites – How Parents and Teachers Can Maximize the Medication Effect | The medical treatment of co-existing ADHD can open the door to more successful strategies for both learning and behavioral problems at home and school. When medication fails, parents and teachers should look with the physician in 4 areas to ensure safe and effective therapy. | James Lewis, Jesse Lewis |
| 1:15PM – 2:15PM | A Conversation with the Dream Team | Every student with a diagnosis needs a Dream Team to create the delicate balance of support and independence. | Kirsten Bronkovic |
| 1:15PM – 2:15PM | Neurodiversity and Creating a School Culture of Belonging through Understanding. | Neurodiversity is an inclusive construct that brings together every human being. This talk will cover the concept of neurodiversity, what it is and how it can be better understood and applied in school. We’ll review how to use correct terminology, the multitude of neurological differences, and potential myths. | Marc Gladstone |
| 1:15PM – 2:15PM | The Power of Growth Mindset for Diverse Students with Learning Disabilities | Growth Mindset combined with culturally responsive strategies empowers diverse students with learning disabilities to grow in their abilities in science, technology, engineering, arts, and math (STEAM). Growth Mindset unlocks new strategies and unlimited potential for learning. Techniques presented to change a “fixed mindset” to a Growth Mindset. | Patricia Peterson, William Terrill |
| 1:15PM 2:45PM | What All Educators Should Know About the Pattern of Strengths and Weaknesses (PSW) Method for the Identification of Learning Disabilities | This session will provide a description of the PSW method and compare it to other methods of identifying and diagnosing specific learning disabilities (SLD) in the schools. The benefits and limitations of PSW will be highlighted. Research supporting the PSW method will be presented, particularly as it applies to the importance of establishing a cognitive processing weakness(es) as the primary reason for a student’s difficulty acquiring basic academic skill(s) relative to same age or grade peers. A case study that demonstrates how to use PSW within the context of a comprehensive evaluation to support the finding of an SLD will be presented. The link between assessment findings and evidence-based strategies and interventions will also be demonstrated. | Dawn Flanagan |
| 2:30PM – 3:30PM | Effectively Servicing English Learners with Disabilities: Capitalizing on Strengths Through Appropriate IEPS | During this interactive presentation, educators will gain a deeper understanding of how to effectively service English Learners with disabilities. Participants will learn how to write appropriate Individual Education Plans addressing both language and disability concerns that also highlight student strengths. Educators will engage in active participation through guided discussions. | Kristen Lech |
| 2:30PM – 3:30PM | Using Dual Enrollment as a Strategy for College Success | Abundant research exists demonstrating the positive impact of dual enrollment programs. Students participating in these programs are more likely to graduate from high school, enroll in and succeed in college. Yet students with disabilities are dramatically underrepresented in these programs. Learn what some states are doing to reverse this trend. | Karla Krivickas |
| 2:30PM – 3:30PM | Where Endrew F. Leads us, or Where it Should – The State of the Twice Exceptional in the Time of Hybrid Learning: Potential, Challenge and Where Endrew F. Should Take Us | The presenters will provide an overview of how the Supreme Court’s language in Endrew F. helps attorneys, parents and advocates focus schools on the identification of Twice Exceptional students and consideration of progress in-light of their potential and unique circumstances, as well as the impact of hybrid learning. The panelists will also explore the impact of the Endrew F., including the need for students to achieve IEP goals and demonstrate measurable progress, and how the Court’s mandate for an explanation by school system staff essentially shifts the burden of proof from parents to school systems. | Meghan Probert, Michael Eig, Lisa Taylor-Cunningham |
| 2:30PM – 3:30PM | Applying for Accommodations on the MCAT Exam | A panel of MCAT Accommodations staff will review the accommodations process from beginning to end with an emphasis on previewing the website; understanding documentation requirements; reviewing timelines; and reconciling functional limitations with the task demands of the test. | Deborah Kai Kai, Kathryn Bugbee, Danielle Norman, Eileen Bellemoore |
| 2:30PM – 3:30PM | College Transition: Finding and Accessing the Services that “Fit” | For students with who learn differently, it is critical that disability and universally-available support services are considered during the college transition process. Join Dr. Adam Lalor, a former disability services professional and college admission officer, to learn about searching for and accessing disability and non-disability services in college. | Adam Lalor |
| 2:30PM – 3:30PM | Disclosure: Discussing Learning Disabilities in College Essays | This presentation highlights practices for deciding when and how to share information about identified learning disabilities as well as previous academic struggles within college essays. Guidelines for framing how experiences with significant academic challenges assisted in the development of strengths and preparedness for the future will be shared. | Claire Walter, Daphne Sajous-Brady |
| 2:30PM – 3:30PM | Stop, Collaborate and Listen! – A Classroom Teachers Connection Session | Please join us for a collaborative session based on hot topics you’d like answers to. Share your challenges and successes with our panel, who breathe life into instructional strategies, student engagement, behavioral management, and data collection on a daily basis. Networking opportunities will elicit the best evidence-based strategies to be immediately implemented so all students can achieve high levels. | Kaci Smith, Gloria Carcoba Falomir, Joseph Simmons, Karen Kohler |
| 3:00PM – 4:30PM | Automated Dyslexia Screening in Schools using Computer Adaptive Tests | Dyslexia is a type of learning disability in reading that is neurologically based. In addition to impairing early reading skill development, it causes significant mental and behavioral health risks in children that are maintained into adulthood with elevated risks for unemployment and incarceration. Research has found early identification is | Scott Decker |
| 4:00PM – 4:30PM | Situating readiness to read in the socio-cultural context: A protective factor to decrease the likelihood of reading failure | Research and experience has shown that positive factors decrease the likelihood of failure to acquisition of reading. Keeping the abundant experience from the socio-cultural environment each child brings to school as a resource an effort is made to utilize the same into reading acquisition based on science of reading. | Gowramma Ittira Poovaiah |
| 4:00PM – 5:00PM | Assistive Technology: Myths, Legal Mandates, and Tools to Improve Student Achievement | In this fast-paced session, participants will discover the differences between Assistive Technology (AT), Educational Technology and Instructional Technology. Common myths about AT will be debunked. Participants will learn about the laws that ensure student access to AT services and how to advocate for AT services. Tools that support all learners, especially those that struggle with literacy skills, will be explored. | Nanci Shepardson, Kirsten Kohlmeyer |
| 4:00PM – 5:00PM | REINVENT Co-Teaching: Action-Driven Protocols for High-Performance Co-Teaching Yield Positive Achievement Results Among Students with Disabilities | Is effective co-teaching a challenge in your district? This presentation explains how to “reinvent” co-teaching by using an enriched paradigm composed of protocols explicitly designed to build high-performance co-teaching teams with the expertise to promote positive achievement among students with disabilities. Results of a successful statewide implementation are shared. | Lynne Mainzer, Debbie Fleming, Teresa O’Connor, Tammy Devlin |
| 4:00PM – 5:00PM | Reading Interventions for Students with Reading Difficulties and Co-occurring Challenging Behaviors | In this session, panelists describe three studies that integrated reading intervention with behavioral supports in the middle grade to address the challenge of reading difficulties when combined with challenging behaviors such as autism spectrum disorder and inattention. Implications for practice are discussed and audience questions will be addressed. | Garrett Roberts, Michael Solis, Colleen Reutebuch |
| 4:00PM – 5:00PM | Learning Disability as a Social Justice Issue | The experiences of people with disabilities in America are tied to inequity in research, practice, and treatment. This talk addresses the impact of our ideology and history in creating inequity and the shifts we need to make to create more socially just outcomes for students. | Bibinaz Pirayesh |
| 4:00PM – 5:00PM | From Both Sides of the Desk – A Professional/Parent Perspective | Despite efforts made, educators and parents may not see the expected improvement in academic or behavioral areas of a child. This presentation will discuss various factors to consider to help move students thru school and into post-secondary life successfully. It’s not always an easy path for all! | Leslie Rubinstein |