HBIDA Resource Directory 2019
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Dyslexia and Physical Education (Outdoor Education, Sports, Games, Dance)
Dyslexia and Physical Education (Outdoor Education, Sports, Games, Dance) No 2.9 in the series of Supporting Dyslexic Pupils in the Secondary Curriculum By Moira Thomson Supporting Dyslexic Pupils in the Secondary Curriculum by Moira Thomson DYSLEXIA AND PHYSICAL EDUCATION (Outdoor Education, Sports, Games, Dance) Published in Great Britain by Dyslexia Scotland in 2007 Dyslexia Scotland, Stirling Business Centre Wellgreen, Stirling FK8 2DZ Charity No: SCO00951 © Dyslexia Scotland 2007 ISBN 13 978 1 906401 15 3 Printed and bound in Great Britain by M & A Thomson Litho Ltd, East Kilbride, Scotland Supporting Dyslexic Pupils in the Secondary Curriculum by Moira Thomson Complete set comprises 18 booklets and a CD of downloadable material (see inside back cover for full details of CD contents) Foreword by Dr. Gavin Reid, a senior lecturer in the Department of Educational Studies, Moray House School of Education, University of Edinburgh. An experienced teacher, educational psychologist, university lecturer, researcher and author, he has made over 600 conference and seminar presentations in more than 35 countries and has authored, co-authored and edited fifteen books for teachers and parents. 1.0 Dyslexia: Secondary Teachers’ Guides 1.1. Identification and Assessment of Dyslexia at Secondary School 1.2. Dyslexia and the Underpinning Skills for the Secondary Curriculum 1.3. Classroom Management of Dyslexia at Secondary School 1.4. Information for the Secondary Support for Learning Team 1.5. Supporting Parents of Secondary School Pupils with Dyslexia 1.6. Using ICT to Support Dyslexic Pupils in the Secondary Curriculum 1.7. Dyslexia and Examinations 2.0 Subject Teachers’ Guides 2.1. -
Resources on Dyslexia and Learning Disabilities
Resources on Dyslexia and Learning Disabilities Looking for ways to help children with dyslexia and other learning disabilities (LD) improve their reading skills? These resources offer information, advice and support. WHAT IS DYSLEXIA? Dyslexia refers to specific learning disabilities in reading. It is a language-based neurological disorder that causes the brain to process and interpret information differently. The National Center for Learning Disabilities (NCLD) has a Dyslexia Toolkit for parents that describes common warning signs of dyslexia, steps to take if you think your child may have dyslexia and resources and tools needed to understand dyslexia. NCLD’s 50 Questions about LD: An E-Book for Parents of Children with Learning Disabilities provides answers to commonly asked questions. The International Dyslexia Association provides a definition of dyslexia and a comprehensive set of answers to frequently asked questions as well as fact sheets on dyslexia and related learning disabilities. The Yale Center on Dyslexia & Creativity provides myths and truths about dyslexia and numerous articles and books based on the Center’s research. COULD MY CHILD/STUDENT HAVE DYSLEXIA OR ANOTHER LD? The National Center for Learning Disabilities lists potential signs of LD, organized by the child’s age. Young children with dyslexia may have trouble: Recognizing letters, matching letters to sounds and blending sounds into speech Pronouncing words Learning and correctly using new vocabulary words Learning the alphabet, numbers, days of the week or -
Investigating the Applicability of the Neurodevelopmental Framework to Enhance Learning for All Students, Especially Those with Mild to Moderate Disabilites
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses 2012 Investigating the applicability of the neurodevelopmental framework to enhance learning for all students, especially those with mild to moderate disabilites Lisa B. Kline California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes Recommended Citation Kline, Lisa B., "Investigating the applicability of the neurodevelopmental framework to enhance learning for all students, especially those with mild to moderate disabilites" (2012). Capstone Projects and Master's Theses. 421. https://digitalcommons.csumb.edu/caps_thes/421 This Master's Thesis is brought to you for free and open access by Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. Unless otherwise indicated, this project was conducted as practicum not subject to IRB review but conducted in keeping with applicable regulatory guidance for training purposes. For more information, please contact [email protected]. INVESTIGATING THE APPLICABILITY OF THE NEURODEVELOPMENTAL FRAMEWORK TO ENHANCE LEARNING FOR ALL STUDENTS, ESPECIALLY THOSE WITH MILD TO MODERATE DISABILTIES By Lisa B. Kline A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Arts in Education The College of Professional Studies School of Education California State University, Monterey Bay December 2012 ©2012 Lisa B. Kline. All Rights Reserved. 11 Action Thesis Signature Page INVESTIGATING THE APPLICABILITY OF THE NEURODEVELOPMENTAL FRAMEWORK TO ENHANCE LEARNING FOR ALL STUDENTS, ESPECIALLY THOSE WITH MILD TO MODERATE DISABILTIES By LISA B. KLINE APPROVED BY THE GRADUATE ADVISORY COMMITTEE: iii Acknowledgements A sincere thank you to Dr. -
IDA Dyslexia Handbook: What Every Family Should Know
IDA Dyslexia Handbook: What Every Family Should Know Introduction 1 Chapter 1: IDA Definition of Dyslexia 2 Chapter 2: Characteristics of Dyslexia 3 Chapter 3: Valid Assessments for Dyslexia 9 Chapter 4: Identifying Effective Teaching Approaches - Structured Literacy 15 Chapter 5: Managing the Education of a Student with Dyslexia 19 Chapter 6: Transitioning into College 22 Chapter 7: Recommended Readings and Resources on Dyslexia 28 Chapter 8: Glossary of Terms 31 References 33 © Copyright 2014, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this handbook. If portions of the text are cited, appropriate reference must be made. This may not be reprinted for the purpose of resale. 40 York Road, 4th Floor • Baltimore, MD 21204 [email protected] www.interdys.org Introduction Welcome to the International Dyslexia Association (IDA). IDA was founded in 1949 in memory of Dr. Samuel Orton, a pioneer in the field of dyslexia. IDA’s mission is to actively promote effective teaching approaches and intervention strategies for persons with dyslexia and related disorders. IDA encourages and supports interdisciplinary reading research and disseminates this information to professionals and the general public. IDA has 42 state branches and 22 global partners to carry out its mission. These states and countries provide information regarding the best methods for helping individuals who need to learn how to read. Structured Literacy describes the scientifically based approach for learning how to read. Chapter 4 addresses Structured Literacy and evidence-based approaches for learning to read. The IDA Handbook provides necessary information regarding: definition of dyslexia characteristics of dyslexia appropriate assessment tools evidence-based interventions, suggestions for managing a dyslexic’s educational process In addition, helpful resources and a glossary of terms are provided to better understand dyslexia and its related disorders. -
Research Into Dyslexia Provision in Wales Literature Review on the State of Research for Children with Dyslexia
Research into dyslexia provision in Wales Literature review on the state of research for children with dyslexia Research Research document no: 058/2012 Date of issue: 24 August 2012 Research into dyslexia provision in Wales Audience Local authorities and schools. Overview The Welsh Government commissioned a literature review, auditing and benchmarking exercise to respond to the recommendations of the former Enterprise and Learning Committee’s Follow-up report on Support for People with Dyslexia in Wales (2009). This work was conducted by a working group, which comprised of experts in the field of specific learning difficulties (SpLD) in Wales including the Centre for Child Development at Swansea University, the Miles Dyslexia Centre at Bangor University, the Dyscovery Centre at the University of Wales, Newport, the Wrexham NHS Trust and representatives from the National Association of Principal Educational Psychologists (NAPEP) and the Association of Directors of Education in Wales (ADEW). Action None – for information only. required Further Enquiries about this document should be directed to: information Additional Needs Branch Support for Learners Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2082 6044 Fax: 029 2080 1044 e-mail: [email protected] Additional This document can be accessed from the Welsh Government’s copies website at http://wales.gov.uk/topics/educationandskills/publications/ researchandevaluation/research/?lang=en Related Current literacy and dyslexia provision in Wales: A report on the documents benchmarking study (2012) Digital ISBN 978 0 7504 7972 1 © Crown copyright 2012 WG16498 Contents ACKNOWLEDGEMENTS 2 I. INTRODUCTION 3 II. CURRENT DEFINITIONS OF DYSLEXIA 4 III. -
Senate Bill No. 984 97Th General Assembly
SECOND REGULAR SESSION SENATE BILL NO. 984 97TH GENERAL ASSEMBLY INTRODUCED BY SENATOR SIFTON. Read 1st time February 27, 2014, and ordered printed. TERRY L. SPIELER, Secretary. 5720S.03I AN ACT To amend chapter 167, RSMo, by adding thereto three new sections relating to the management of dyslexia in elementary and secondary schools. Be it enacted by the General Assembly of the State of Missouri, as follows: Section A. Chapter 167, RSMo, is amended by adding thereto three new 2 sections, to be known as sections 167.920, 167.923, and 167.926, to read as 3 follows: 167.920. As used in sections 167.920 to 167.926, the following 2 terms shall mean: 3 (1) "Department", the department of elementary and secondary 4 education; 5 (2) "Dyslexia", a specific learning disability: 6 (a) That is neurological in origin; 7 (b) That is characterized by difficulties with accurate and fluent 8 word recognition and poor spelling and decoding abilities that typically 9 result from a deficit in the phonological component of language; 10 (c) That is often unexpected in relation to other cognitive 11 abilities and the provision of effective classroom instruction; and 12 (d) Of which secondary consequences may include problems in 13 reading comprehension and reduced reading experience that can 14 impede growth of vocabulary and background knowledge; 15 (3) "Dyslexia specialist", a professional who has completed 16 training and obtained certification in dyslexia therapy from a dyslexia 17 therapy training program; 18 (4) "Dyslexia therapy", an appropriate specialized dyslexia 19 instructional program that is: 20 (a) Delivered by a dyslexia specialist; SB 984 2 21 (b) Systematic, multi-sensory, and research-based; 22 (c) Offered in a small group setting to teach students the 23 following components of reading instruction without limitation: 24 a. -
Diagnosis and Treatment of Developmental Dyslexia and Special Article
Special Article Diagnosis and Treatment of Developmental Dyslexia and Specific Learning Disabilities: Primum Non Nocere Elisa Cainelli, PhD,*† Patrizia Silvia Bisiacchi, PhD‡§ 09/09/2019 on RUSmhif7ZrgWh9f/uNhrUbNkQ6e042wJp3E2BebMC4nnNNCIDjRKlFXGZIfFHMpm/ZLgeSE/DZZzK13vQU6ksxkn3+hmCCAX6fDpJg0bB+Vwb8Sw/sM7qyMZ6qD3zQ1bLxO3NVkYcIQ= by http://journals.lww.com/jrnldbp from Downloaded ABSTRACT: Specific learning disabilities (SLDs) are increasingly being addressed by researchers, schools, and Downloaded institutions, as shown by the increasing number of publications, guidelines, and incidence statistics. Al- though SLDs are becoming a major topic in education with the final goal of inclusive schools, consistent from drawbacks may emerge, resulting in disadvantages instead of benefits for some children. Overdiagnosis and http://journals.lww.com/jrnldbp unnecessary interventions may harm children’s neurodevelopment and families’ quality of life more than previously thought. In this commentary, we discuss recent understandings, their practical and educational applications, and some considerations of the effects of these choices on children. (J Dev Behav Pediatr 40:558–562, 2019) Index terms: diagnosis, intervention, psychological consequences. by RUSmhif7ZrgWh9f/uNhrUbNkQ6e042wJp3E2BebMC4nnNNCIDjRKlFXGZIfFHMpm/ZLgeSE/DZZzK13vQU6ksxkn3+hmCCAX6fDpJg0bB+Vwb8Sw/sM7qyMZ6qD3zQ1bLxO3NVkYcIQ= EPIDEMIOLOGY OF SPECIFIC LEARNING ceived special education. Among these, more were di- DISABILITIES AND DEVELOPMENTAL DYSLEXIA: agnosed with SLDs than any other -
Classroom Management of Dyslexia at Secondary School
Classroom Management of Dyslexia at Secondary School No.1.3 in the series of Supporting Dyslexic Pupils in the Secondary Curriculum By Moira Thomson Supporting Dyslexic Pupils in the Secondary Curriculum by Moira Thomson CLASSROOM MANAGEMENT OF DYSLEXIA AT SECONDARY SCHOOL Published in Great Britain by Dyslexia Scotland in 2007 Dyslexia Scotland, Stirling Business Centre Wellgreen, Stirling FK8 2DZ Charity No: SCO00951 © Dyslexia Scotland 2007 ISBN 13 978 1 906401 02 3 Printed and bound in Great Britain by M & A Thomson Litho Ltd, East Kilbride, Scotland Supporting Dyslexic Pupils in the Secondary Curriculum by Moira Thomson Complete set comprises 18 booklets and a CD of downloadable material (see inside back cover for full details of CD contents) Foreword by Dr. Gavin Reid, a senior lecturer in the Department of Educational Studies, Moray House School of Education, University of Edinburgh. An experienced teacher, educational psychologist, university lecturer, researcher and author, he has made over 600 conference and seminar presentations in more than 35 countries and has authored, co-authored and edited fifteen books for teachers and parents. 1.0 Dyslexia: Secondary Teachers’ Guides 1.1. Identification and Assessment of Dyslexia at Secondary School 1.2. Dyslexia and the Underpinning Skills for the Secondary Curriculum 1.3. Classroom Management of Dyslexia at Secondary School 1.4. Information for the Secondary Support for Learning Team 1.5. Supporting Parents of Secondary School Pupils with Dyslexia 1.6. Using ICT to Support Dyslexic Pupils in the Secondary Curriculum 1.7. Dyslexia and Examinations 2.0 Subject Teachers’ Guides 2.1. Dyslexia and Art, Craft & Design 2.2. -
DYSLEXIA SOUTHWEST 2019 Annual SWIDA Conference -Professionals
32nd Annual SWIDA TheConference Southwest 2019 Branch of The International Dyslexia Association Presents DYSLEXIA SOUTHWEST 2019 Annual SWIDA Conference -Professionals- February 22 & 23, 2019 Friday Evening and Saturday All-Day Sandia Resort Albuquerque, New Mexico sw.dyslexiaida.org SWIDA Professionals Annual Conference 2019 / sw.dyslexiaida.org 1 32nd Annual SWIDA Conference 2019 2019 CONFERENCE COMMITTEE Montine Gibbons: Conference Co-Chair, Program and Speaker Arrangements, Local Arrangements Trish Aragon: Conference Co-Chair, Local Arrangements Sue Fitzmaurice: Program and Speaker Arrangements, Publicity Erin Brown: Brochure, Marketing Chamisa Roehrig: Registration, Conference Scholarships Angelia Henderson: Exhibits and Advertising Tara DeBuck: Hospitality, Volunteers, Raffe Tamara Ogilvie: Volunteers Claudia Gutierrez: Fundraising Katrina Radosevich Gallegos: Raffe Martha Steger: CEUs The International Dyslexia Association® (IDA) is an international organization that concerns itself with the complex issue of dyslexia. IDA membership consists of a variety of professionals in partnership with individuals with dyslexia and their families. They actively promote effective teaching approaches and intervention strategies for the educa- tional management of dyslexia. The organization and its branches do not recommend or endorse any specifc speaker, school, instructional program or remedial method. The Southwest Branch of The International Dyslexia Association® is a non-proft organization whose mission is to provide information to the public -
Assistive Technology for Classroom Success
4/16/2015 Assistive Technology for Classroom Success Students with dyslexia often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). Assistive Technology tools combine the best of both of these practices. 1 4/16/2015 Dyslexia Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Adopted by The National Institute of Child Health and Development and The International Dyslexia Association Board of Directors: November 12, 2002 Dyslexia: Facts • Dyslexia is the most common reason for reading, writing and spelling problems. It can also affect math, organization and time management • Dyslexia is genetic (runs in families) • 1 in 5 children fall on the spectrum • Dyslexia is a brain-wiring difference • Dyslexia is a lifelong condition that affects all aspects of life – not just school 2 4/16/2015 The Reading Brain FMRI scans show a brain volume slightly less in many areas of the brain associated with symptoms of dyslexia. These are a brain while reading. - Studies by SallyShaywitz - Control Brain Dyslexic Brain Dyslexia Myths • We do NOT see letters backward or upside- down • We will NOT outgrow dyslexia • We can NOT cure dyslexia by completing a program or taking medication • Dyslexia does NOT affect primarily boys • Dyslexia is NOT a vision problem • We are NOT Lazy, Dumb or less intelligent than your peers. -
Specific Learning Disorders
PedsCases Podcast Scripts This podcast can be accessed at www.pedscases.com, Apple Podcasting, Spotify, or your favourite podcasting app. Specific Learning Disorders Developed by Liane Kang and Dr. Sonnenberg for PedsCases.com. March 21, 2021 Introduction: Liane: Hello everyone, thank you for listening to this podcast. My name is Liane Kang, and I am a third year medical student at the University of Alberta. This podcast has been made under the guidance of Dr. Lyn Sonnenberg, a neurodevelopmental pediatrician from the Glenrose Rehabilitation Hospital in Edmonton, Alberta. Hello, Dr. Sonnenberg. Thank you for joining us! Dr. Sonnenberg: Hello! Liane: Today we will be discussing specific learning disorders or SLD, with a focus on impairments in reading, more commonly known as Dyslexia. After listening to this podcast, you will be able to... 1. Differentiate between intellectual disability and specific learning disorders 2. Define Dyslexia or specific learning disorder with impairment in reading 3. Develop a differential diagnosis for a child who has difficulties with reading 4. Outline the approaches to screening and management for a child with an SLD in reading 5. Discuss the modifications needed for society to assist those with an SLD in reading Clinical Case: Dr. Sonnenberg: Sounds exciting, so let’s start with a case! Alexa is a seven-year-old girl who has difficulties with reading. She knows a few words from repetition, but does not seem to be able to sound out new words. Alexa, who was once looking forward to reading her favourite books about animals, becomes very frustrated whenever she has to do her reading homework. -
Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking
Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking M. Christina Schneider Brian Gong The National Center for the Improvement of Educational Assessment Karla L. Egan EdMetric Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking Both standardized and classroom assessments are designed to measure what students know and can do in a particular content area. The federal Department of Education (2015) in its most recent Peer Review guidelines denotes that for statewide standardized assessments processes should in place “to ensure that each assessment is tailored to the knowledge and skills included in the State’s academic content standards, reflects appropriate inclusion of challenging content, and requires complex demonstrations or applications of knowledge and skills (i.e., higher-order thinking skills).” The Peer Review guidelines also stipulate the state must document that it has used, “reasonable and technically sound procedures to develop and select items to assess student achievement based on the State’s academic content standards in terms of content and cognitive process, including higher-order thinking skills. Because teachers want to measure standards in a similar manner in their classroom, it is important that teachers also consider measuring challenging content with complex demonstrations or applications of knowledge and skills. Oftentimes in assessment situations reasoning and problem solving are accessed through reading; whereas, in the real world few reasoning contexts are presented in this manner. Shaywitz (1998) has estimated that up to 17.5% of the population may be dyslexic, and as a result, assessments focused on problem solving using only reading and writing may not capture the reasoning processes of almost 20% of the population.