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|Steps Parents Should Take Once Their Child is Identified with A Learning Disability||
|Dear Friends and Colleagues,|
We hope you are enjoying the Long Island Parent Center (LIPC) newsletter which is sponsored through the Center for Community Inclusion (CCI) at the Long Island University Post Campus. October marks Learning Disablities awareness month, in this issue of our newsletter we will focus on Learning Disablities (LD) and touch on Response to Intervention (RTI). The more I learn about Response to Intervention the more excited I get. I have always been a strong supporter of early intervention and what better than moving away from a model of intervention where we often had to wait for a student to score lower on a test to qualify for help and intervention. The world of Learning Disabilities is quite complex, and we hope to give you a bit of information along with some valuable resources to keep you busy.
As many of you know, I am a parent of two young adults with special needs and a professional in the field of education. My oldest, along with many other members of my family and many of my students have struggled with Learning Disabilities throughout their lives. Research continues to identify best practices that have been demonstrated to teach students who learn differently and it is important to spread the word. Please help us to do so! As always, my focus in life and in my professional capacity has been building positive relationships. As we move forward with the work of the Long Island Parent Center, building positive educational teams will always be a priority. Parents and families of children with special needs, as well as the students themselves, are the link to improving outcomes. Our goal remains to provide technical assistance, support, and resources to families while wecolming professionals at all of our events. We are here to serve you and truly look forward to our work together. Please feel free to contact us to arrange a training, ask a question, or just check in!
Helene Fallon, Project Coordinator
Types of Learning Disablities
What is a learning disablity (LD)?
LD is more than a "difference" or "difficulty" with learning - it's a neurological disorder that affects the brain's ability to receive, process, store, and respond to information. LD will vary in how it impacts each individual child, adolescent and adult. Understanding the basic facts will enable you to help yourself, your child, or someone you know who has a learning disability.
This is a language processing disorder that can hinder reading, writing, spelling, and sometimes even speaking.
Dyscalculia refers to a wide range of learning disabilities involving math.
This LD affects writing and can lead to problems with spelling, poor handwriting, and putting thoughts on paper.
Dyspraxia is a disorder that affects motor skill development and often coexists with other learning disabilities.
Many people with LD struggle with executive function, which governs your ability to plan, organize, and manage details.
For more information please go to:
Acronyms & Key Terms
LD - learning disablity
AYP - Adequate Yearly Progress
A statewide accountability system mandated by the No Child Left Behind
Act of 2001 which requires each state to ensure that all schools and
districts make Adequate Yearly Progress as defined by states and
approved by the US Department of Education
COP - Communities of Practice
Concept referring to the process of social learning that occurs when
people who have a common interest in some subject or problem
collaborate over an extended period to share ideas, find solutions, and build innovations.
IDA - The International Dyslexia Association (LDA) is a non-profit organizationdedicated to helping individuals with dyslexia, their families, and the communities that support them.
LDA - The Learning Disabilities Association of America. LDA provides support to people with learning disabilities, their parents, teachers, and other professionals. At the national, state, and local levels, LDA provides cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources.
NCLD - The National Center for Learning Disabilities is the leading online resource for parents and educators on learning disabilities and related disorders.
Aimline - Line on a graph that represents expected student growth over time
Consulting (as an instructional improvement strategy)
A collegial process wherein two or more colleagues share expertise with each other; to implement instructional or behavior strategies to benefit student learning.
RTI | Response to Intervention
What is Response to Intervention (RTI)?
There is no single, absolute definition of RTI. A quick and descriptive summary, though, comes from the National Center on RTI and reads:
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 (NCRTI, 2010).
These elements of RTI can be observed readily in almost any RTI implementation. Struggling children are identified through a poor performance on a classwide, schoolwide, or districtwide screening intended to indicate which children may be at risk of academic or behavioral problems. A child may also be identified through other means, such as teacher observation. The school provides the child with research-based interventions while the child is still in the general education environment and closely monitors the student's progress (or response to the interventions), and adjusts their intensity or nature, given the student's progress. RTI can also be instrumental in identifying students who have learning disabilities.
RTI typically has different levels of intensity.
Tier 1 | At-risk children who have been identified through a screening process receive research-based instruction, sometimes in small groups, sometimes as part of a classwide intervention. A certain amount of time (generally not more than six or eight weeks) is alloted to see if the child responds to the intervention-hence, the name RTI. Each student's progress is monitored closely. If the child does, indeed, respond to the research-based intervention, then this indicates that perhaps his or her difficulties have resulted from less appropriate or insufficiently targeted instruction.
Did you know?
The process of updating the Diagnostic and Statistical Manual of Mental Disorders (DSM) began over two years ago. The update, DSM 5, will be released in May 2013 during the American Psychiatric Association's (APA) Annual Meeting in San Francisco, CA. The leadership of the Learning Disabilities
Association of America (LDA) wanted to be sure that the section on Learning Disorders would be acceptable to LDA. The APA agreed that LDA could identify a non-voting advisor to the DSM 5 Work Group on Learning Disorders. Dr. Larry Silver, LDA Professional Advisory Board member, was considered most familiar with the process and the people involved; thus, he was identified as LDA's liaison to this Workgroup. Drs. Jean Lokerson and Nancy Mather joined him as an Ad Hoc Work Group. LDA asked Dr. Larry Silver (LS) to summarize the DSM revision process and provide some insight into the impact on the learning disabilities community.
NB: What exactly is the Diagnostic and Statistical Manual (DSM)?http://www.multibriefs.com/briefs/lda/DSM5QandA-LarrySilver8_20_12.pdf
Please visit governor Cuomo's link to New York State Educaction Reform Commission. Sign up for updates and notices. We need to be meaningfully involved in our childrens education.
Mission of the New NY Education Reform Commision
Click here to open NY Education Reform Commission
Helene Fallon, LIPC Project Coordinator and Lynn Burke, President of International Dyslexia Association of Long Island had the opportunity to speak with Commissioner John King at the The Long Island Region public hearing for the New NY Education Reform Commission held at SUNY Westbury, Thursday, October 11, 2012. Both Lynn and Helene serve on the Learning Disabilities Association of NYS Board. The issue of learning disabilities in education has been a priority for both in their professional work.
Save the Dates
Upcoming Workshops at Long Island Parent Center
All Workshops are held at Long Island University
Brentwood Campus 100 Second Ave, Room 216 A- Second Floor
All workshops are free
Tuesday 10/9/12; 10:00-12:00- Special Education/Healthcare Notebook with Parent to Parent of NYS
Tuesday 10/30/12; 10:00-12:00- Understanding FBA & BIP (Functional Behavior Assesment & Behavior Intervention Plans)
Thursday 11/1/12; 10:00-12:00- Understanding of Support and Service Grants of the OPWDD with Parent to Parent of NY State.
Friday 11/2/12; 1:00-2:30 - NYS Community of Practice on Family, School, and Community Collaboration will sponsor a webinar on "Understanding School Based Occupational Therapy" American Occupational Therapy Association (AOTA).
Tuesday 11/13/12; 10:00-12:00- The Birds & the Bees as it relates to Educational Planning
Tuesday 12/4/12; 10:00-12:00- Preparing for your Committee on Special Education/Committee on Preschool Special Education
We look forward to working with you. Please check out the LIPC Website
for updates on future trainings and workshops and be sure to look for our next newsletter in early 2013!