Articles and Recent News
Republished from THE GRAM - LDA of California - Volume 44 No.1 Summer, 2011
DO YOU NEED AN EDUCATIONAL THERAPIST ?
By Joan Levine, Ph.D.
Many struggling students in classrooms from Kindergarten through 12th grade often need more than the daily instruction given in our schools today. (This can also include those students with LD in our colleges). These students have been designated “special needs” and are assigned to Resource or Special Day classes, or area included in general education classrooms with their non-disabled peers. Even attending extended year programs during the summer months may not be sufficient to support learning or stave off decreases in skills that often occur during vacation time.
What should parents do? Educational therapist or tutor?...read more
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2011 Educator of the Year Award LDA salutes Joan Levine as the Sam Kirk Education of the year and the honorable mention nominees for 2011: Sherry Summers of Oklahoma, and Barbara Melnick of Maine. Click here to read the full article. |
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LEARNING DISABIITIES ASSOCIATION OF CALIFORNIA LDA-CA presents this years presidents award to Joyce Riley for unfailing support and dedication in 2010. |
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LEARNING DISABIITIES ASSOCIATION OF CALIFORNIA Because of her outstanding work as a new volunteer for East Bay Affiliate, Shoshana was appointed the volunteer chairman for the 45th LDA-CA State Conference in Concord. As a result of her follow through on each and every detail, Shoshana was asked to become president of her affiliate. Not only is she the president of the East Bay Affiliate but also the editor of their local newsletter. In October of 2007 Shoshana took on the added responsibility of secretary on the LDA-CA State Board. She has continued to serve in these capacities with the same care for details she showed as a volunteer coordinator. We appreciate her loyalty to our association. |
October 21, 2011 - republished from STATELINE E-NEWS LDA of America
New Guide Offers Road Map to IEP Process
A new IEP guide was released in August and provides parents with a step-by-step look at how to obtain special education services from their school district. The 26-page download from Autism Speaks offers a broad overview of the legal rights of parents and students with disabilities and walks through the process of forming an individualized education program or IEP. The guide was prepared by attorneys at Goodwin Procter for the autism advocacy group, but is written in layman's terms, using bullet points and flow charts for clarity. Though produced by Autism Speaks, most of the information included in the guide is applicable to all students that qualify for special education, irrespective of their diagnosis.
October 21, 2011 - republished from STATELINE E-NEWS LDA of America
President Obama on Back-to-School: "Set Your Sights High"
President Obama directly addressed students across the country late September in his third annual Back-to-School speech. The President encouraged America's students to use their time in school to try new things, discover new passions and hone their skills to prepare themselves for the kind of profession they want in the future. The President encouraged students to always try their best and be consistent with their efforts. President Obama further explained that being engaged in school is not just for the students themselves, but for the country as a whole. He acknowledged that young people today are growing up fast and students have a lot of responsibility to take on, "because you're not just kids. You're this country's future. You're young leaders. And whether we fall behind or race ahead as a nation is going to depend in large part on you." In conclusion, he called on America's students to set a goal to continue their education after they graduate from High School and spoke about the tireless work America's teachers do on behalf of our students.
July 15, 2011 - republished from STATELINE E-NEWS LDA of America
New Data from the U.S. Department of Education 2009-10 Civil Rights Data Collection Shows Continuing Disparities in Educational Opportunities and Resources
The U.S. Department of Education released data that cast much-needed light on disparities in educational resources and opportunities for students across the country. These data provide policymakers, educators and parents with critical information that will aid them in identifying inequities and targeting solutions to close the persistent educational achievement gap in America.
Known as the Civil Rights Data Collection (CRDC), the data released June 30 are the first installment of a two-part biennial survey. The survey covers approximately 7,000 school districts and more than 72,000 schools, and has also been significantly enhanced and made more accessible through improved data collection, additional data indicators, and publicly-accessible online tools for data analysis. Part 2 of the CRDC is expected to be released this fall.
U.S. Department of Education Releases College Cost Lists to Help Students Make Informed Choices
The U.S. Department of Education released several College Affordability and Transparency Lists as part of its effort to help students make informed decisions about their choice for higher education. These lists are an important part of the Administration’s work to make college costs more transparent and to boost college affordability and accessibility. More broadly, this announcement reflects President Obama’s commitment to delivering a government that is more open, transparent and accountable to the American people.
Preparing General Education Teachers to Improve Outcomes for Students with Disabilities
The American Association of Colleges for Teacher Education (AACTE) and the National Center for Learning Disabilities (NCLD) have jointly released an important policy brief on preparing general education teachers to improve outcomes for students with disabilities. This policy brief examines initiatives under way in pursuit of improved outcomes, challenges to progress, and promising practices.
Education Week Reports that Graduation Rates Are Moving Up
For more than two years, average Americans have followed reports on unemployment, the housing market, commodity prices, consumer confidence, and the daily fluctuations of the markets for signals that the economy has finally, and firmly, entered a period of renewed growth and stability. So too have education-watchers been on the lookout, for the better part of a decade, for signs of an educational recovery. Education Week reports strong signs of improvement on graduation rates.
Shifting Trends in Education
Fordham Institute recently published a paper in which analysts examine public data and find that the national proportion of students with disabilities peaked in 2004-05 and has been declining since. This overall trend masks interesting variations; for example, proportions of students with specific learning disabilities, mental retardation, and emotional disturbances have declined, while the proportions of students with autism, developmental delays, and other health impairments have increased notably. Meanwhile, at the state level, Rhode Island, New York, and Massachusetts have the highest rates of disability identification, while Texas, Idaho, and Colorado have the lowest. The ratio of special-education teachers and paraprofessionals to special-education students also varies widely from state to state—so much so that our analysts question the accuracy of the data reported by states to the federal government.
February 18, 2011 - republished from STATELINE E-NEWS LDA of America
Federal Spending Limits Could Impose Serious Hardships
The federal government is operating under a Continuing Resolution (CR), a stopgap provision allowing the government to function even though spending levels for the current fiscal year (FY 2011) have not been finalized. The CR is set to expire on March 4, and Congress must act again to keep the government functioning. LDA is working for you. We are watching and working every day with our partners in Washington to minimize the harm these cuts would have on individuals with learning disabilities. Become more informed by reading this comprehensive overview from LDA’s own Myrna Mandlawitz.
Education Dashboard from the US Dept. of Education
US Dept. of Education has established an Education Dashboard. President Obama has established a goal that, by 2020, the United States will once again have the highest proportion of college graduates in the world. Meeting this goal is vital to our long-term economic security and to preparing young people and adults to be active citizens. Reaching the President's goal will require comprehensive education reforms from cradle to career, beginning with children at birth, supporting them through high school and postsecondary education, and helping them to succeed as lifelong learners who can adapt to the constant changes in the demands of the global economy. To monitor the country's progress towards reaching our goal, the U.S. Department of Education presents the United States Education Dashboard. The Dashboard is intended to spur and inform conversations about how to improve educational results.
OSEP: RTI Cannot Delay/Deny IDEA Eligibility Evaluation
The Office of Special Education Programs (OSEP) at USED issued a Memorandum to State Directors of Special Education on Jan. 21, 2011, regarding the use of a Response-to-Intervention process to delay-deny an evaluation for eligibility under IDEA, saying in part: “It has come to the attention of the Office of Special Education Programs (OSEP) that, in some instances, local Education Agencies (LEAs) may be using Response to Intervention strategies to delay or deny a timely initial evaluation for children suspected of having a disability. States and LEAs have an obligation to ensure that evaluations of children suspected of having a disability are not delayed or denied because of an RTI strategy.”
The National Center on Response to Intervention (RTI) states that RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. The Department previously provided guidance regarding the use of RTI in letters on its website.
September/October, 2010 - from the Newsletter of the Orange County Learning Disabilities Association of California
Are The Numbers Changing? The Downward Trend In Learning Disabilities Classification
By Joan Levine, Ph.D.
For many years students identified as having learning disabilities outnumbered all other categories of special needs students. In the last year, however, these numbers have been dropping and the reasons have encouraged a debate among educational professionals.
In 2000-2001 specific learning disabilities in 3 to 21 year olds peaked at 6.1% but by the 2007-2008 school years had decreased to 5.2%. The United States Department of Education 2009 Digest of Education Statistics rates this as 2.9 million to 2.6 million school age children...full article
December 17, 2010 - republished from STATELINE E-NEWS LDA of America
Some Information Worth Repeating
Change in State Leadership?
As you are aware, the national office continually updates the listing of State Presidents and Offices contained within the Annual Plan. National maintains the contact lists and as soon as the list is updated, it can call for another update within hours! So whenever someone outside the office gets the current list – it could become outdated before the day is out! LDA utilizes this list not only to keep the lines of communication open but also to direct individuals requesting information and referrals (aka: potential members) to the correct person within the respective state. Especially at this time of year when so many state affiliates are holding elections, please get in touch with the national office to 1) update leadership information for your state affiliate; or 2) prior to sending communications to all State Presidents / offices to ensure you have the most current information.
Recent Changes to the 990 and How They May Affect YOUR State
Some of you may be filing the new 990 for the first time. The IRS has changed some of the requirements to more involve your Board of Directors in this important document. You are required as a 501(c)3 to make sure your Board of Directors has reviewed and approved the 990 BEFORE you submit it to the IRS. This does not apply to the 990N (postcard filing format).
IRS Publication 526 Outlines “Tax Deductibility”
Take a moment to review the outgoing communications that your affiliate sends to members in regards to membership dues. If there is verbiage contained that says that membership dues are tax deductible – then this publication is for you. This outlined version of publication 526 explains what can and cannot be considered tax deductible if you are a 501(c)3. To read publication 526 in its entirety go to: www.irs.gov/publications/p526ar02.html#en_US_publink1000339693.
November 4, 2010 - NYTimes.com
Accommodations Angst
EXTRA time. More breaks. A small, quiet room. Seeking such accommodations on entrance exams can be a journey of angst for students with learning disabilities and attention deficit hyperactivity disorder. A new set of federal regulations, published in September and effective in March, could smooth the path... click for the full article
October 15, 2010 - republished from STATELINE E-NEWS LDA of America
Section 504 and the Education of Children with Disabilities: Information from LDA’s Public Policy/Advocacy Committee
A document that may be helpful to parents and professionals is Frequently Asked Questions About Section 504 and the Education of Children with Disabilities. It contains a list of 46 Frequently Asked Questions (FAQs) and is available at www2.ed.gov/print/about/offices/list/ocr/504faq.html
Standards-Based IEP: Implementation Update
This brief policy analysis (link to: Standars-basedIEP.pdf ) was designed to update the May 2006 Project Forum document based on staff interviews in 18 states about their use of standards-based individualized education programs (IEPs). In March 2010, Project Forum surveyed all states to examine their current practices in this area. A definition for standards-based IEPs and a discussion of this approach to IEPs is given. Also, a discussion of the influence of assessments on IEPs is provided. Survey findings include that 33 out of the 42 responding state are using or planning to use standards-based IEPs. A description of these states’ adoption rationales is given. Observations conclude the document.
October, 2010 - News from DARC Dyslexia Awareness and Resource Center
An Overview Of Learning Disabilities in Children
What is a Learning Disability?
A learning disability affects the way children of average to above average intelligence receive, process, or express information and lasts throughout life. It impacts the ability to learn the basic skills of reading, writing, or math.
The Coordinated Campaign for Learning Disabilities (CCLD), a coalition of national organizations within the learning disabilities community, defines LD as "a neurobiological disorder in which a person's brain works or is structured differently."
Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV), used by psychologists and medical doctors, doesn't list "learning disability," but describes disorders in reading, mathematics, and written expression. Academic achievement, as measured by standardized tests, must be substantially below expectations for the child's chronological age, intelligence, and age-appropriate education.
Individuals with Disabilities Education Act (IDEA), the federal law that provides for special education, defines "specific learning disability" as a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. Skills of listening, speaking, reading, writing, and/or mathematics may be negatively affected.
What a Learning Disability is Not
- Attention disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD) and learning disabilities often occur at the same time, but they're not the same.
- Learning disabilities are not the same as mental retardation, autism, hearing or visual impairment, physical disabilities, emotional disorders, or the normal process of learning a second language.
- Learning disabilities aren't caused by lack of educational opportunities, such as frequent changes of schools, poor school attendance, or lack of instruction in basic skills.
Facts about Learning Disabilities:
- Difficulty with basic reading and language skills are the most common Learning Disabilities.
- Learning Disabilities may be inherited.
- Learning Disabilities affect girls as frequently as they do boys.
- Kids don't outgrow or get cured of Learning Disabilities.
- With support and intervention, kids with Learning Disabilities can be successful in learning and life.
What Should You Look For?
Most kids have some problems in school at one time or another. Some struggle with a specific subject while others have trouble relating to a certain style of teaching. Sometimes learning disabilities are blamed on lack of motivation, immaturity, or behavior problems. But if your child has significant ongoing problems with the "3 R's" - basic skills of reading, writing, and arithmetic - then he may have a learning disability.
Because each child has a unique set of strengths and challenges, you'll want to talk with the teacher, other school staff, family members, and your child to get their input. As you think about the following factors, ask yourself if your child has shown these characteristics to a greater degree than normal for her age, over a period of time, and in different environments, e.g., school, home, child care settings, community.
Preschool
- Is unable to find the right word when carrying on a conversation
- Can't rapidly name words in a specific category
- Has difficulty rhyming
- Has trouble learning alphabet, days of the week, colors, shapes, numbers
- Is extremely restless and easily distracted
- Can't follow directions or routines
Grades K-4
- Is slow to learn the connections between letters and sounds
- Can't blend sounds to make words
- Makes consistent reading and spelling errors
- Has problems remembering sequences and telling time
- Is slow to learn new skills
- Has difficulty planning
Grades 5-8
- Is slow to learn prefixes, suffixes, root words, and other reading strategies
- Avoids reading aloud
- Has difficulty with word problems in math
- Spells the same word differently in a single piece of writing
- Avoids reading and writing tasks
- Has difficulty remembering or understanding what she had read
- Works slowly
- Has difficulty understanding and/or generalizing concepts
- Misreads directions and information
Assessment for Learning Disabilities
If you suspect that your child may have Learning Disabilities consult with her teacher and other school staff to decide next steps. A pre-referral support team may be one option.
Remember that the public school is obligated to assess children to see if they have disabilities and need special education services to benefit from their general education program. This is true whether they attend a public or private school. The public school is not legally required to provide a diagnosis, give parents more information for tutors, or qualify children for extra time on college entrance exams.
Under law, Learning Disabilities must be identified by a group of professionals from different fields, a multidisciplinary team, who has assessed your child. While public schools must consider reports you obtained privately, they have the right to assess your child before making any decisions.
Following assessment, the public school team will meet with you to discuss the results and decide if your child is eligible for special education services at the public school. Whether or not she's eligible, evaluation results can be used to plan her educational program, help her understand her learning disabilities, and find ways to be successful.
What Can You Do?
With the right support and interventions, your child can succeed in school and become a successful adult. You can help her in the following ways:
- Speak with her openly and acknowledge her learning difficulties.
- Remind her that she is intelligent but has a different way of learning.
- Identify her strengths and talents, and encourage her to develop them.
- Coach her on strategies that will help her through her learning challenges.
- Support her efforts to succeed.
- Be available to help her with homework.
- Be a role model - read a book or newspaper or write a letter while she studies.
- Set realistic goals and expectations.
- Work collaboratively with school staff
- Understand the educational system.
- Listen to your child when she wants to talk.
- Teach her to understand her own needs and advocate for them.
- Appreciate her for her uniqueness, special qualities, and contributions
September 17, 2010 - republished from STATELINE E-NEWS LDA of America
A New Look At Section 504 and ADA
School districts are finding fewer children eligible for services under the Individuals with Disabilities Education Act (IDEA). At the same time Congress has expanded the number of children who are protected by section 504 of the Rehabilitation Act and title II of the Americans with Disabilities Act (ADA). These developments present the largely unexplored question of what obligations school districts owe children who have disabilities and are protected under section 504 and the ADA, but who are not eligible for services under IDEA. Read the full article by Mark Weber that concludes that these children must be provided an education that meets their needs as adequately as the needs of children without disabilities are met in the same school district. This level of services may be higher or lower than the level of services required by IDEA. Other educational obligations apply, as do procedural protections and rights in the student disciplinary process. In general, exhaustion defenses should not apply, and a wide range of remedies should be available.
Preparation for Postsecondary Life for Students with Disabilities
This brief policy analysis by the National Association of State Directors of Special Education (NASDSE) was designed to identify collaborative strategies that states have implemented to address the needs of students with disabilities whose IEP transition services specify postsecondary career and technical education, vocational rehabilitation and/or immediate employment upon departure from secondary school. Project Forum collaborated with staff from the other organizations and agencies to identify eight states and interviewees. Findings describe states’ policies, definitions of competitive employment, vocational rehabilitation and career technical education entry criteria, funding/resources used, professional staff development and other key areas. Barriers and recommendations are discussed.
NBC News Launches “Education Nation”
NBC News launches its first annual “Education Nation” the week of September 27, 2010 – a nationally broadcast in-depth conversation about improving education in America, beginning with an interactive two-day summit on Rockefeller Plaza. Taking place on Rockefeller Plaza, the two-day summit is a call to action, shining a spotlight on the most pressing national issue of our time: Education in America.
"Education Nation" will include more than 300 big thinkers in government, politics, business and technology – as well as school administrators, teachers, parents and students from across the country – to tackle the challenges in education and highlight exciting opportunities and big ideas in education reform. The goal of “Education Nation” is to provide clear information on how schools are performing, reimagine what education in America can be, build on national momentum within the policy and reform communities, and inspire changes that enable our nation to prepare a skilled workforce to meet the demands of the future.
Special news coverage and programming airing across all NBC News programs and platforms will extend beyond the two-day summit. For the entire week of September 27th, “Nightly News,” “Today,” “Meet the Press,” “Your Business,” MSNBC, CNBC, Telemundo, msnbc.com and nbclearn.com will highlight educational success stories, uncover staggering truths and myths about education, and demonstrate how poor education cripples our economy and society.
For more information about “Education Nation” including a list of participants and schedule of events, visit www.educationnation.com.