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 We Screened for Dyslexia: Now What? 47 states are currently screening ALL students for Dyslexia. This presentation will discuss what to do when students are appropriately identified, contrasted with inappropriately identified. Effective interventions will be discussed and presented along with data from the WWC and other reputable sources for data. Robert Pasternack and Paul Worthington
    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 Fun, Friends and Success: Summer Camp as a Tool for Social-Emotional Growth and Preventing the “Summer Slide” in Academics Summer camps that are 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. Ilana Stoch
    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 Using Instructional Routines for Improving Vocabulary Acquisition and Reading Comprehension of Students with Learning Disabilities in Inclusive Classrooms General and special education teachers will learn instructional routines for effectively teaching academic content to students with exceptional learning needs. Participants will learn explicitly 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. Joseph Sencibaugh, Angela Sencibaugh, & Jennifer Bond
    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 Engaging Vocabulary: Strategies that are Evidence-Informed AND Adolescent Endorsed! Engaged teachers develop more engaged students! 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. Amy Barto
    11:00AM – 12:15PM The Great Outdoors: Incorporating Nature into Education and Treatment Initiatives for kids with LD/ADHD In this session we will examine the research on incorporating nature into the planning of education and social-emotional interventions for young people with LD/ADHD,. We will illustrate this review by sharing our own strategies to leverage the great outdoors, as well as the research results from these initiatives. Karen MacMillan & Simon Williams
    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 Rethinking Goal Writing: SLPs and Teachers Working Together for Student Curriculum Outcomes Collaborative goal writing can improve student outcomes, decrease generalization time and improve interprofessional relationships. This session includes a classroom teacher and SLP sharing case examples of reworking, reframing and rethinking goal writing to include the curriculum and classroom based learning. We will take a “goal walk” from each perspective. Meagan Avitable, Wyndi Capeci
    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 – Knowledge and Strategies for Parents Ensuring that your child is evaluated and identified with a specific learning disability as early as possible is key to his/her academic success, and so is knowing how to advocate for appropriate interventions. This session will provide key information for parents on support and advocacy for your child. Cindy Cipoletti
    2:30PM – 3:30PM Alternative Algorithmic Techniques for Teaching Basic Computation to Culturally Diverse Students with Learning Disabilities from Economically Disadvantaged Schools Learn how to identify common math errors of diverse students from economically disadvantaged schools. Besides conducting an error analysis, learn 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
    2:30PM – 3:30PM Advocacy: How to Begin Making a Difference! Most people are intimidated by the process of advocacy or don’t know how to begin. I will present ways in which individuals can begin advocating for a particular issue or cause. It is easier than most think! Daphne Uliana
    2:30PM – 3:30PM Celebrate your Classroom Kaleidoscope: Identifying and Leveraging Classroom Cultural Assets 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? Learn how to identify and incorporate these assets into practical strategies to use in the classroom at all times, across subjects. 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 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 Use of Bibliotherapy as an Intervention to Reduce Anxiety in Students with Learning Disabilities 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
    4:00PM – 5:00PM Texas special education cap’s associations with disability identification disparities of racial and language minorities This session will overview recent empirical evidence indicating that the adoption and over-time implementation of the Texas special education cap was associated with lower likelihoods that Black or English Language Learners students in Texas were identified as having disabilities and provided special education services. Paul Morgan

     

    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 Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Over-Diagnosis and -Treatment During Elementary School This study examined sociodemographic factors associated with ADHD over-diagnosis and -treatment during elementary school. Paul Morgan
    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 Developing Science of Reading Paraprofessionals and Tutors Paraprofessionals play a critical role in a student’s education, regardless of the fact that the training for paraprofessionals and tutors is usually limited. This scope and sequence of five hours of training will prepare your paraprofessionals and tutors to start implementing the science of reading instructional strategies immediately. Robert Frantum-Allen
    10:30AM – 11:30AM What Is Dysgraphia? Understanding How Specific Learning Disabilities in Written Expression are Defined and Why It Matters The term dysgraphia is used differently by different entities in the scientific research literature and in educational contexts. Is it synonymous with specific learning disability in written expression? This presentation will review different usages of the term dysgraphia and their implications while educating about learning differences in written expression. Jennifer King, Amy Copeland
    10:30AM – 11:30AM What a Paraducator Must Know to Support Students with LD This session provides guidance to paraeducators and teachers who work together as an instructional team. Paraeducators need to understand collaboration, assessment, instruction, and behavioral management practices. The need for ongoing paraeducator training by the classroom teacher is essential to supporting students with learning disabilities. Peggy Yates
    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 Learning from the Dysgraphia Community Research using patient reporting provides insight into the experience of people with various conditions, leading to better ways to support, manage, and/or treat these conditions. This presentation will review how research can benefit those impacted by dysgraphia and share opportunities to participate in research to advance the field. Jennifer King, Amy Copeland
    10:30AM – 11:30AM Creating Equity for Students with Learning Disabilities: Supportive Families and Teachers Combined with Social and Emotional Learning Predict Student Success Come learn about best practices 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. Learn how you can apply these lessons to your own classroom! Amber DeBono, Danielle Lindsay, Elizabeth Mendelsohn, Michele Heimbauer, Jonathan Cohen, Marinda Weaver
    10:30AM – 11:30AM Social and Emotional Learning Predicts Improvements in Academic Achievement, Even During the COVID-19 Pandemic 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. Several of the social and emotional learning skills explicitly taught in the Winston classroom explained these increases, which will be shared with attendees. Amber DeBono, Danielle Lindsay, Michele Heimbauer, Elizabeth Mendelsohn, Jonathan Cohen, Marinda Weaver
    10:30AM – 11:30AM Supporting your child with LD during remote learning or homeschooling. 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, while homeschooling these kids often presents even greater challenges that this session will help parents navigate. Kathleen Loftus
    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 Engaging with Learning at Home: Parents Don’t Have to be Certified Teachers Does the idea of helping your children learn at home stress you out?  Join me to learn some simple but powerful ways you can provide learning supports at home without feeling like you’re losing your mind or overtaxing your budget! Amy Barto
    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. 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
    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 ADHD and Dyslexia: One, the other, or both? 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 program will describe both diagnoses, symptoms they share, ways they differ, and offer treatment considerations if both are present. Cheryl Chase
    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 VNAP 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 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, Sara Stetson
    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 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 Handwriting matters.  What research and neuroscience say, and how this vital life skill can fit into a busy school day. Proficiency in handwriting is still important.  But your day is already full, you say?  Learn the evidence supporting handwriting instruction and how to employ easy, kid-friendly, and fun best practices across all content areas.  HINT:  it’s not about a workbook nor two 15-minutes of drill work! Beverly Moskowitz
    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 Supporting Older Struggling Readers in the Classroom 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 presentation will review essential information to help educators understand and implement the effective features of research-guided intervention to support older struggling readers. Kirstina Ordetx
    4:00PM – 5:30PM Protecting Children’s Brain Health: Healthy Children Project Trainings for LDA Affiliate 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
    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
    4:00PM – 5:00PM The Reading Scores Don’t Lie: Developing a Comprehensive Reading Program in the High School English Classes that Works This presentation will focus on scaffolding high-level reading skills for college-bound high school students with learning disabilities and ADHD. The presentation will identify common reading comprehension challenges and how to address them with specific and explicit instruction, a rigorously scaffolded reading program, and authentic repeated opportunities for practice. Claire Walter, Daphne Sajous-Brady
    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. We will review techniques designed to help parents nurture and 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 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
    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 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
    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 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. Courtney Burnett
    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 In part two of this two part presentation the focus will be on a detailed case study that demonstrates how to use PSW within the context of a comprehensive evaluation to support the finding of a SLD. 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 Collaborating with Spoken Language Interpreters: From Assessment to Engagement There is a critical need for trained and qualified spoken language interpreters in schools to assess emergent bilingual children and promote multilingual family engagement.We will share language access requirements, best practices for hiring/qualifying interpreters, and the impact of interpreter bias & training in the assessment of children with different abilities. Ana Soler
    2:30PM – 3:30PM 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. 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 Where Endrew F. Leads us, or Where it Should This session will explore the impact of the Supreme Court’s decision in 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, Richard Weinfeld
    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 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 (AT) and the Law: Advocating for AT Services Assistive Technology provides the bridge to grade-level content for our students with disabilities. Come learn about the laws that surround the AT process and leave with a plan on how to obtain, implement, and evaluate AT services for your students. Nanci Shepardson
    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 Leveling the Playing Field for Students with Learning Disabilities: Using Assistive Technology is Not Cheating! Remediation and accommodations for literacy challenges can and should co-exist in educational settings. This session will provide an overview of the barriers to and benefits of the use of assistive technology (AT) for students with learning disabilities. AT tools that address learning challenges such as reading, interacting with digital text, Kirsten Kohlmeyer
    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