Why is My Child Struggling in School?  The Basics of an LD

Learning Disabilities Month took place in October and in the online "LDA News" from LDAA, a calendar called "31 Days of LD" was presented.  It offered free webinars, links to great apps and a wealth of information on LD and other helpful resources.  I hope that many of you were able to take advantage of  these resources.

The following information was taken from one of the LDA webinars by Cheri Crow entitled, "Why is My Child Struggling in School?  The Basics of an LD".  The author included general information about learning disabilities and specific information about dyslexia (an LD in reading), dysgraphia (an LD in writing), and Dyscalcula (an LD in Math). In this blog, I'll summarize the author's general facts about LD and the characteristics and strategies for dyslexia and dysgraphia, the two most common learning disabilities.  If you have a child with learning difficulties, hopefully, you will be able to use some of the information presented here to better understand the challenges he/she is experiencing.

Part 1:  General information:

Learning disabilities, which are neurologically-based, affect 5% or more children.  Different terminology is used when describing LD:  learning disorders (used by the DSM), learning differences (often used by teachers and learning specialists), and learning disabilities (which came from IDEA).  Learning disorders interfere in three ways:  1) acquisition of skills (reading, written expression, oral expression, or math); 2) executive skills (organization, time management, planning, attention, memory and analysis); and 3) social interactions.

Signs of LD include: 

*not making adequate progress (keeping up with peers)

*inconsistent in ability to understand and complete schoolwork

*may show scatter in standardized test scores

*have average or above average IQ levels

*poor motor abilities

*social skills deficits

*disorders of attention, information processing and executive functioning

In identifying children with learning disabilities, look for lack of adequate progress in oral or written expression, listening or reading comprehension, reading mechanics, reading fluency, math calculation, and math reasoning.  They also may exhibit processing disorders in language, auditory or visual areas.  Related disorders may include executive dysfunction, ADHD, Dyspraxia (sensory integration disorder), and memory disorder.

Part 2:  What is Dyslexia?

Dyslexia is a language-based Learning Disability that involves a genetic inheritance and structural brain differences.  It affects the processing mechanics of reading, writing, spelling, and math.

Signs of Dyslexia include:

*decoding errors (difficulty segmenting words, transposes, inserts or omits letters)

*slow reading, lacking fluency

*poor spelling skills

*pronounces words many different ways

*substitutes one word for another

*struggles with math vocabulary/understanding word problems

*attempts to hide struggles with reading

*self-esteem may be low

Help for Dyslexia:  Those with dyslexia need specific programs and methods like Orton-

Gillingham, Lindamood-Bell, phonographic or similar systematic, multi-sensory, explicit methods for teaching the elements of language.  They need to be taught the rules of language (sounds paired with symbols).  Using technology, like the Kurzwell also helps.

Strategies for Use in the Classroom:

*Pair audio books with written text to improve vocabulary and comprehension while building decoding skills.

*Use printed worksheets that are well-organized, well-spaced, and uncluttered.

*Present material in small units

*Allow oral expression of information for assignments.

*Offer note frames for simple fill-in during class discussion or a classmate's/teacher's notes

*Grade spelling and writing mechanics separately or not at all

*Use visual supports and manipulatives during lectures and math lessons.

*Use voice recognition software (i.e. Dragon Naturally Speaking) or a scribe to get ideas on paper.

*Allow use of a laptop/word processor and spelling/grammar check

*Decrease accommodations/modifications as skills improve.

Part 3:  What is Dysgraphia?

Dysgraphia is a neurologically-based disorder that affects writing, spelling, and math.  It requires a complex set of motor and information processing skills.  Lack of automaticity in writing is caused by deficiencies in normal muscle memory, visual and sensory deficits, and message delivery brain-to hand-to brain.

Early Signs include fine motor issues like the following:

*lack of interest in coloring, drawing, writing, and puzzles

*difficulty with scissors

*late acquisition of skills with zippers, buttons, snaps, shoelaces, and eating utensils

*poor sensory feedback (i.e. holding too tight or too loose)

*clothes on backwards

Academic signs:

*slow and/or messy writing

*inconsistent letter formation

*excessive or poor pressure in writing

*failure to erase errors (write over other symbols)

*unusual/awkward pencil grasp

*complains of sore hand when writing

*complains about "feel of paper" as hand slides over

Other Indicators of Dysgraphia:

*fine motor weakness

*visual-spatial weakness

*lack of attention to visual detail

*clumsy, lack of awareness of body in space

*difficulty with handing papers, binders

*difficulty with visual tracking

Strategies for Dysgraphia:

*early intervention with an occupational therapist to develop fine motor skill

*use of a tri-grasp pencil and pencil grips

*wide-lined paper and graph paper

*slant board (or 4" binder)

*reduce need for writing

*enlarge worksheets and leave plenty of space for answers

*specific instruction in keyboarding

*daily use of computer

*voice recognition software

*give copy of notes

*teach skills for tracking details

*do not deduct for spelling, punctuation errors, consider grading separately for content/mechanics

Final notes:

Remember that Dysgraphia is neurologically-based and strengths and weaknesses vary greatly from student to student.  It is not an issue of not trying hard enough.  Repeated practice of writing letters and numbers will not "fix" the problem because automaticity does not develop.

Webinar summarized by Anne Fogel, Co-Secretary, SCLDA

Tips for Teens on Getting Organized

Tips for Teens on Getting Organized

 While nobody likes to be disorganized, for students with learning disabilities disorganization can spell certain disaster.  Searching for lost assignment or course handouts can take up valuable time, and it's almost impossible to study and meet deadlines when notes from different subjects are all jumbled together.

There's no "right" way to get organized.  Teens need to be creative and flexible until they discover what works best for them.  Here are some tips and suggestions from successful students and adults.

Tips for Students:  Ideas to Help Them Get Organized

Do you know students who are challenged when it comes to staying organized? Share the following tips and ideas with the teen in your life.

• If you work well with technology, use organizer software on a computer, a smartphone or tablet.
• Retype your class notes and save them (with dates and course titles) on your computer.  You can email them to yourself for easy access or use file-sharing software like Dropbox.
• Write reminders on sticky notes or keep list pads around your room, by your desk, in your notebooks, and consolidate all of the reminders on a single "to-do" list every day.
• There are also plenty of smartphone apps that provide digital sticky notes.  Use these when you're on them or all the time if digital sticky notes are easier to compile than their paper counterparts.
• Divide your notebooks into sections for each subject.  Hole punch and insert handouts or assignments in appropriate notebook sections.  Be sure to use dividers, and consider using different colored tabs for each subject.
• If you tend to lose papers, try using a zipper binder to keep track of homework assignments.
• Create a system for tracking papers.  A file cabinet might work well, or you can find a cardboard box large enough to fit file folders, label a folder for each subject, and insert papers in the appropriate file folders in the box.
• Keep keys on a big ring so that you can find them easily, or use a brightly-colored key chain.  If you store homework assignments and other important papers digitally, you can transfer these documents onto a USB device that can attach to your keychain.
• Try a dry-erase calendar board if you want more space (and like using markers!) to keep track of daily times and events.
• Make a daily list (on paper or on a smartphone) of everything you need for classes, labs or meetings.  Include reminders for money, transportation and food.  Check the list every morning before leaving your room so that you know what you have to do.
• If you have trouble keeping track of passwords, try using password manager software like mSecure.

Check out our entire list of iPhone and Android apps that can help your teen stay organized.  If you're unsure which apps to choose, read on for tips on how to choose the right app.

As always, add more suggestions in the comments!

(See: www.ncd.org/students-disabilities/homework-study-skills/tips-teens-getting-organized)

Back to School Organizing Tips for Parents

Back to School Organizing Tips for Parents

     It's that time again!  The new school year is upon us.  During the summer months, we tend to get slack in our organizational skills, both kids and parents.  So, it can be difficult to get back into a good routine once school begins.  Hopefully, parents were easing into their normal school schedule a week or so before school started by practicing earlier bedtimes and getting up with an alarm. Some general suggestions for helping the school year to run smoother and get parents reorganized and re-energized include:
  
Create a morning checklist on a chart or chalkboard for kid's "to-do" items.  Checklists can also be used for after school "to-do" items/activities.

• Plan menus and do prep work for meals on Sunday to free up time for after-school activities and helping with homework.
• Make lunches the night before (have the kids help out with this if possible).
• Help children choose and set out clothes for the next day.
• When supervising homework, set a timer for each subject to help with staying on task.
• Make sure homework and other needed materials are in backpacks before bedtime.
• Create a bin filled with homework tools and supplies that can be easily moved from room to room and checking/restocking the bin on a regular basis.
• Check with teachers to see what is expected for homework (time suggested for doing homework, materials needed, etc.).

LDA of America also provides examples of some more tips for organizational problems: 

• Provide structure as best as possible within your family.  Structuring the entire family along with your LD/ADHD child will provide the child with the guidance he needs. An example:  arise at 7 a.m., dress by 7:15 a.m., bed made by 7:30 a.m., teeth and hair done by 7:40 a.m., breakfast done by 8:00 a.m., and out the door by 8:05 a.m. for the bus at 8:15.  Book bags, homework from the night before should be by the front door.
• Do not allow your child to gain control of any situation.  You are to structure the tasks.  If he throws a "fit" when given responsibilities (for age), then he should be told, "When you are finished you may start with your responsibilities.
• List jobs appropriate for age.  Start with short work periods, i.e., 10-15 minutes in length. Increase the time as his/her interest grows.  Compliment on the job done.  Try very hard not to redo it. 
• Color-code drawers and hangers in his room.  For example, red hangers for shirts, drawers with the red dot for underwear.  Then make a chart so they can follow the colors and hang it on his wall.
• Put a chart with words and pictures in the bathroom for times and chores.  An example would be brushing his teeth with toothpaste (be explicit) at 7:30.
• Always be prepared to redirect the child.  Never take for granted that the child remembers, but try not to hang over him while he is doing the responsibility.  Present the task in short directions and have the child repeat them.

Try using these time-saving organizational tips to help cut back on the often chaotic times parents face, especially when school is in session.  It is important for parents of children with organizational skills challenges (including ADHD, Learning Disabilities, Autism Spectrum Disorder and others) to stay on top of things by keeping themselves and their children well organized so everyone will have a successful school year.

Topical Tuesday from Twitter - Visual Perceptual Disorders

New Special Education Accountability?

“We know that when students with disabilities are held to high expectations and have access to the general curriculum in the regular classroom, they excel.” Arne Duncan, June 24, 2014

Really? Where is the evidence that the general curriculum in the regular classroom results in such excellence for all students with disabilities?

It is just the kind broad general statement that Arne Duncan is so fond of making.

The U.S. Department of Education today announced new standards for judging States on special education.

The new system greatly reduces compliance enforcement for IDEA, on the theory that States are in procedural compliance with IDEA, in return for using NAEP test results to judge educational outcomes for students in special education.

NAEP was NEVER designed or tested for any such purpose (see below). NAEP is a test taken by a sample of school districts from each State, every 2 years.

Below is my summary of the conference call hosted by U.S. Secretary of Education Arne Duncan today:

Arne Duncan: "Other stuff we should be looking at to eliminate?"

Conference call on new Special Education requirements for States, June 24, 2014:

USDOE plus two Commissioners of Education, called Superintendents in some States - Massachusetts (MA), Mitchell Chester, and Tennessee (TN), Kevin Huffman.

TN: "States build up their little special education units." 40 percent of students with SLD can achieve same test results as others - "not students with significant cognitive disabilities." (last comment made several times by others)

MA: identifies 17 percent of students for SE. Tom Hehir assisting them: double the number of students in poverty identified for SE. More students of color need to be in general education classrooms.

USDOE: New system has fewer data reporting requirements, no need for reporting on results of actions taken on previous non-compliance, no need to have improvement on previous indicators, etc.

Arne Duncan to the 2 Commissioners: "Other stuff we should be looking at to eliminate?"

Reporter question: NAEP ever been used this way? NAEP designed for high stakes testing? NAEP designed for students with disabilities?

Duncan: "Only accurate measurement we have. Imperfect..." "I would not call it high stakes." "NAEP given every 2 years."

Reporter question: reinventing the wheel? If States cannot meet requirements, then change the requirements in 5 years?

USDOE: "We have to own these kids."

MA: SE needs to be integrated into the mainstream.

Reporter question: What are the consequences?

Duncan: No real answer, withholding funds not his first priority.

Reporter question: What outcomes? The same proficiency for all students?

USDOE: Vast majority of students in SE must achieve to the same high standard required by NAEP of all students "do not have cognitive disabilities." Most students in SE now do not have access to content standards or to the same assessment.

The tone of the call was set by having 2 nonexperts in special ed, the 2 Commissioners. 

-submitted by Bev Johns

This was contributed to LDASC by Beverley Holden Johns. Ms. Johns is a learning and behavioral consultant from Jacksonville, Illinois and is a member of the Learning Disabilities Association. She is the incoming President of LDA of Illinois.

The Basics of LD: Why is My Child Struggling in School?

Tips for Parents of Children with LD/ADHD

Parents are always looking for hints that will make learning easier for their LD/ADHD child. This article suggests some helpful tips that LDA parents have learned from one another over the years. It includes tips for organizational problems, auditory problems, visual and motor problems, language-expressive problems and language-receptive problems as well as tips for parenting in general. Providing structure in your family can be a good first step.

Organizational Problems

1. Provide structure as best as possible within your family. Structuring the entire family along with your LD/ADHD child will provide the child with the guidance he needs. An example: arise at 7 a.m., dress by 7:15 a.m., bed made by 7:30 a.m., teeth and hair done by 7:40 a.m., breakfast done by 8:00 a.m., and out the door by 8:05 a.m. for the bus at 8:15 a.m. Book bags, homework from the night before should be by the front door.
2. Do not allow your child to gain control of any situation. You are to structure the tasks. If he throws a “fit” when given responsibilities (for age), then he should be told, “When you are finished you may start with your responsibilities.”
3. List jobs appropriate for age. Start with short work periods, i.e., 10-20 minutes in length. Increase the time as his/her interest grows. Compliment on the job done. Try very hard not to redo it. If the bed is not made the way you would have done it, then he did it the way he knew best. Turn it into a teaching lesson and say, “I like the way you tried your best to make your bed, especially how you pulled the bed spread up and tucked it in.”
4. Color-code drawers and hangers in his room. For example, red hangers for shirts, drawers with the red dot for underwear. Then make a chart so they can follow the colors and hang it on his wall.
5. Put a chart with words and pictures in the bathroom for times and chores. An example would be brushing his teeth with toothpaste (be explicit) at 7:30.
6. Always be prepared to redirect the child. Never take for granted that the child remembers, but try not to hang over him while he is doing the responsibility. Present the task in short directions and have the child repeat them.

Auditory Problems

1. Make sure you have facial contact with the child when communicating with him.
2. Allow sufficient time for the child to process and respond to the given task. Remember to give one step at a time.
3. Give multiple forms of instructions, i.e., visual, auditory, written (charts), tactile.
4. Make sure your child sits in the most advantageous seat in the classroom, i.e., if the teacher talks with her back to the child, poor instructions will take place.
5. Alert the child to important information, i.e., “This is important. Please listen carefully.”

Visual and Visual Motor

1. Make a window in a cardboard and have the child track words through this window.
2. Allow the child to point to the words.
3. Underline important concepts.
4. For directionality, use green line to start on the left side and a red dot to stop on the right side.
5. Visual sensitivity may work well with yellow paper.
6. Encourage the child to memorize and recite the material.
7. Have realistic expectations of the child’s handwriting and neatness and do not demand speed. Consider a note taker for the older child.
8. Ask for alternative test methods for the child, i.e., having the student answering orally, highlighting instead of writing answers.
9. Limit copying from the board.

Language-Expressive

1. Encourage letter writing to friends, relatives. Have decorative paper or stationary with their name on it to make it fun to use.
2. Keep a daily journal with your child. Have them write feelings or happenings to you and you write back the next day. Let them know that this is a special project between the two of you (also helps to promote relationships!!).
3. Have the child relate daily activities. Encourage complete sentences if possible.
4. Have fun. Do a “nonsense” story. Make up the first sentence and have the child do the next. Laughter encouraged!! (Also promotes self esteem!!)
5. Use puppets to act out stories. Create your own plot. Also use puppets to have the child talk about something that happened during the day that he might have trouble communicating to you.

Language-Receptive

1. Go for walks and trips. Name trees, flowers, and animals to the child.
2. Reading to the child helps with receptive language. Ask what, when, and where questions about the story.
3. Read a story and ask the child to draw a picture of the story. Draw a picture and have the child tell a story about the picture.
4. Always have the child repeat directions back to you.
5. Explain words and phrases that have hidden meanings (idioms, puns, metaphors).
6. Paraphrase using simple language.

For Parents Only

Raising a special child takes 180% of parenting. Often a spouse or siblings feel left out. Consider the following:

1. Family Reward Chart. List several special things to do. When a reward is due, have the LD/ADHD child pick from that list. (It could be as simple as a trip to the park.) When the family goes or does the special event, others in the family can compliment the special child because they are all rewarded. (Builds self esteem too!!)
2. Try to maintain family dinners as much as possible. Each family should tell what happened during the day.
3. Mom and Dad need to support one another. If one has given a rule or punishment, the other should support and enforce what has been said. NEVER allow the child to come between you and your spouse. If you disagree with what has been done, do it later when the child is not around.
4. Maintain your relationship with your spouse. Make a date with your spouse at least one time per month. Get a sitter and get away, even if it’s for a walk in the park or to McDonald’s for a shake and a hamburger. So much energy is placed working with the child, marriages can falter. By setting aside special time, communication can remain open and marriages can be made stronger. After your children are grown and gone, your relationship with your spouse will be sound.

The above are only a few tips that help in raising an LD/ADHD child. Your local LDA parent group can often offer more tips and most importantly, offer you parental support that you need.

5 Reasons to be a Member of LDASC

1.  Provides Reliable and Expert Advice:

• LDASC board members are experts in their field and offer a personal touch in our communications with you. We will give you honest, trustworthy answers and/or help you find resources you need.
• A Community Forum, is available, only to members, on the national website, where you can ask questions and get answers and advice from experts.

2.  Parent Support & Support for you and your child:

• Parents of children with learning disabilities will find that we offer information and learning sessions/workshops throughout the state. Parents can find support from other parents at these learning sessions/workshops, through our Facebook & Twitter groups, and our website.
• Weekly Twitter chats on topics related to LD are also offered. Through these efforts, you will find support from other parents, from LDASC board members, and from the experiences of others.
• LDASC is a tool in your toolbox of support for you and your child.

3.  You are Not Alone:

• 1 in 5 children are diagnosed with a learning disability.  You are not alone. We are a group made of parents, teachers, professionals, adults, and experts. It is not easy to be a parent. We understand LD. We are a source of help for you.

4.  LDA is Your Feet on the Ground:

• We are your feet on the ground to make a difference for the LD community. LDA is a national grassroots organization formed by concerned and resourceful parents in 1963.Since that time, LDA has become the lead voice for individuals of all ages with LD and their families. LDA employs an advocate in Washington, DC who meets with legislators to deliver first hand information on legislation regarding learning disabilities and to act and advocate on your behalf. At the local level, LDASC’s board members are active in many state level committees and organizations to work and advocate for you.

5.  Professional Strength & Recognition:

• LDA also serves as a professional organization that offers a members-only access to professional liability, general liability, and abuse & molestation defense coverage at a reduced rate for members in private practice.
• A discount subscription is offered to a peer-reviewed quarterly journal.
• A discount is offered at state and national conferences where leading edge speakers are presented, knowledgeable presenters are featured and vendors familiar with the needs of the LD community and learning needs.

LDASC at MHC

Save the Dates!!  Come see us!! LDASC will host a vendor table and a workshop explaining the basics of a learning disability: LD101! LD101: This session will provide an overview of what a learning disability is and the varying types of LD. Participants will be made familiar of characteristics of LD and where to seek forms of assistance. See  http://www.midlandshomeschoolconvention.com/special-needs/ for more information. This session will be held in the Lexington A room at the Convention Center from 4:30-5:30pm on Saturday, 26 July 2014.

Copyright © 2014 Learning Disabilities Association of South Carolina (LDASC), All rights reserved. Our mailing address is: LDASC, PO Box 365, Irmo, SC 29063 Become a member of LDASC: http://ldasc.org/Membership.aspx LDASC's mission is to create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future generations.

Non-Verbal Learning Disabilities

Has trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination.

Non-Verbal Learning Disability (NVD or NVLD), is a disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills.

Signs and Symptoms

• Has trouble recognizing nonverbal cues such as facial expression or body language
• Shows poor psycho-motor coordination; clumsy; seems to be constantly “getting in the way,” bumping into people and objects
• Using fine motor skills a challenge: tying shoes, writing, using scissors
• Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy
• Has difficulty coping with changes in routing and transitions
• Has difficulty generalizing previously learned information
• Has difficulty following multi-step instructions
• Make very literal translations
• Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson
• Imparts the “illusion of competence” because of the student’s strong verbal skills

Strategies

• Rehearse getting from place to place
• Minimize transitions and give several verbal cues before transition
• Avoid assuming the student will automatically generalize instructions or concepts
• Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
• Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school
• Allow the child to abstain from participating in activities at signs of overload
• Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal
• Implement a modified schedule or creative programming
• Never assume child understands something because he or she can “parrot back” what you’ve just said
• Offer added verbal explanations when the child seems lost or registers confusion

Excerpted from the LDA of California and UC Davis M.I.N.D. Institute “Q.U.I.L.T.S.” Calendar 2001-2002

Advocating and Public Policy

Highlights from the "Topical Public Policy Workshop" at the LDAA International Conference in Anaheim, CA (2/19/14)

Myrna Mandlawitz, LDA Policy Director, Washington, DC was the facilitator for the panel that included LDA State Presidents, LDA State Executive Directors/State Legislative Chairs.

The purpose of this workshop was to identify key risks and opportunities and to determine how LDA National, State Affiliates, and Collaborative Partnerships can make the difference in critical issues like Common Core State Standards and other issues of concern for students with LD and ADHD.

1. Some of the topics LDA activists are involved with include:  budget and appropriations, accommodations for assessments, graduate rate, LEARN Act (Computer Literacy Act Birth to 12), Re-authorization of ESEA and IDEA, environmental concerns, and adult issues.
2.  Advocacy is the mobilization of a network of activists for a common goal.
3.  Two critical concepts of legislation are:  Authorization (establishing a program and setting funding limits) and Appropriations (providing funds for authorization programs).
4.  Six steps to effective advocacy:  1) determine the issue, 2)research the issue, 3) build a network, 4) communicate with allies, 5) set clear goals, and 6) develop a plan and take action.
5.  Critical points in advocating are:  1) When you have an issue to address (i.e.: how to get lawmakers to make it their issue), 2) when a lawmaker raises an issue (committee hearings, research phase, bill drafting, floor action, and governor's action), and 3) authorizing and appropriating.
6.  Key roles in lawmaking:  legislators, personal staff and committee staff, constituents, lobbyists, "experts" (with personal experience), researchers, folks working in the field of interest.
7.  Developing relationships:  building relationships with district and state staff members of congress, etc.
8.  Staying informed through:  1) http://THOMAS.loc.gov, 2) information on state legislative websites (education, labor, health), 3) meetings and minutes of local and state Boards of Education, and 4) legislative information.
9.  Advocacy coalitions are: groups of people or organizations working together to pursue a single goal and all members make a long-term commitment to share responsibilities and resources.  The two kinds of advocacy coalitions are broad-joint policy agenda and issue specific.
10. Successful coalitions share clear structure and diverse membership.
11. LDAA belongs to more than ten coalitions, including the Consortium of Citizens with Disabilities and Advocates for Literacy.
12. LDA Key Plan contact program:  The need is to build relationships with key state and federal policy makers to educate about Specific Learning Disabilities and their impact on peoples' lives.
13. Program goals:  to raise a general awareness about SLD and LDA, to create an effective information conduit, to establish ongoing relationships, to positively engage LDA "constituency", and to include state affiliates' involvement.
14. Program elements: identify key policymakers (state and federal level), identify LDA family volunteers, keep volunteers informed, establish and maintain relationships, and relay information back to LDA.

(submitted by Anne Fogel, Co-Secretary, LDASC)

SC Teachers Honored at LDA America 51st International Conference

Two SC teachers were honored as scholarship recipients at the 51st Annual International Conference in February, 2014. LDASC would like to honor these recipients for the recognition and contribution to working and advocating for and with students with LD. Pictured below, from left to right, are Scholarship Recipient Josh Morgan, LDASC President & LDAA Board Member Dr. Analisa L. Smith, LDASC Vice President Ann Whitten, LDASC Secretary Anne Fogel, & Scholarship Recipient, Karibasappa C. Nagaraja (Raj),

Scholarship Recipients & LDASC Board Members at LDAA Conference in Anaheim, CA.

Scholarship Recipients' Biographies:

Josh Morgan: I moved to South Carolina while I was in high school.  Though I went away to college for a few years, I finished up my work at North Greenville University with a Bachelors in Theology and went on to Bob Jones University to earn a graduate degree in Teaching Bible. It was also during my time at Bob Jones that I started an MAT English program.  During these years of schooling, I had many opportunities to work with at-risk youth of this inner-city.  They were wonderful experiences where I was able to apply my learning and reach out to those in my community. After graduating, I spent some time in Florida and Hawaii teaching Theology and English in the high school classroom.  When I came back to South Carolina, I had the opportunity to speak with the director of VISTAS at Spartanburg Day School about an opportunity to work with learning disabled students.  It didn't take me long to realize what a wonderful experience this could be for me.  I am nearing the end of my first year working for the program, and I have loved every day.  There's no better feeling than a student coming into my class smiling from cheek to cheek ready to share with me his or her successes in the classroom.

Karibasappa C. Nagaraja (Raj): I was born in India, I studied Bachelor in Education (BEd), Masters in Education (Med), Postgraduate diploma in special education, and Masters of Philosophy in Learning Disability (MPhil), Currently I am doing my Doctoral in degree in Mysore University, India. Currently I am working as a teacher at Orangeburg Wilkinson High School, Orangeburg, as a special education teacher. I have been working with children with special needs from last 17 years, especially with children with learning disabilities.  My main interests are in developing learning activities, assessments, teaching children with special needs, teacher training and learning disability awareness program for parents in India. I also present research papers at national and international conference related to learning disability.   

Nominate your volunteer...

If you know of an individual in the state of SC that has been influential in making a difference in the life or lives of individuals with LD, please email us info@ldasc.org to tell us about this person. LDASC would like to acknowledge the difference individuals are making in the lives of others with LD.

Once a month, an individual will be randomly selected from all acknowledgements received. The person will be recognized on our website and our Facebook, Twitter, and blog accounts. The person will be honored for appreciation as LDASC's Volunteer of the Month from LDASC.

We want to help you honor those that make a difference in the lives of children and adults with LD.

Transition Topics

Recently four LDASC Board members (Analisa Smith, Ann Whitten, Anne Fogel, and Amy Gregory) attended the 51^st Learning Disabilities Association of America’s annual international conference February 19-22 in the heart of Disneyland in Anaheim, California.  Over 200 sessions were presented on various topics including instruction, advocacy, medical/environmental, parents/families, mental health, postsecondary, and technology to name a few.

The inclusion of information in this blog about postsecondary education and students with learning disabilities coincides with the “Transition Workshop-Making the Transition from High School to College” that LDASC and the Citadel are co-sponsoring on April 5, 2014 from 9:00 to 12:00 at the Citadel (See recent blog post.).  Following are summaries of two sessions from the LDAA conference that dealt with postsecondary issues. 

“Who’s in Charge Here?  Effective Transition to College for Students with LD/ADHD”

This session was presented by Arlene Stewart, Director of Student Disability Services at Clemson University.  The speaker started off by discussing students’ fears (i.e.: embarrassed about LD/ADHD or inadequate preparation) and assumptions we make about students transitioning to college (Do they have adequate skills in communication, interpersonal, decision-making, time management, and self-advocacy?).  The eight habits of highly successful learners (from Psychology in Education 8/25/13) were then presented as necessary components of success in college.  They are:  effort, engagement, skill development, participation, attendance, self-concept, persistence and enjoyment of learning.  Of particular importance for an effective transition to college, are the executive skills, some of which are working memory, time management, attention, planning and organization, and problem solving.  The speaker also gave an overview of the assessment tools used for executive functioning. The session concluded with samples of a list of tools for transition including “Questions About the College”, “College Survival Tips”, “Typical Accommodations”, “What Parents Can Expect”, “High School and College Comparisons”, and “Links to On-Line Information”.  (Some examples from the online links include: 

Do-It at: www.washington.edu/doit/resources/colleg.html

Helping Your Student Plan for College and a Career at:http://www.ed.gov/blog/2014/01/helping-your-student-plan-for-college-and-a-career/

Making the Transition to College:  A Guide for Parents at: http://www.aboutourkids.org/articles/making_transition_college_guide_parents_0

Transition Resources:  A to Z at: http://www.ahead.org/students-parents/parents

“Post-Secondary School Accommodations:  Who Receives Them and What’s Their Influence on Post-Secondary Completion for Students with LD?”

This session was given by Lynn Newman Ed.D of SRI International, Menlo Park, CA.  In it, she presented the findings based on the National Longitudinal Transition Study 2.  The study linked accommodations and supports received by students with Learning Disabilities with increased persistence and completion in college.  Some of the findings of this study included the following:  1) The percentage of students with LD who competed post-secondary schooling included 41% from any post-secondary school, 42% from a 2-year college, and 51% from career or technology education.  2) Disclosure of disability to post-secondary school:  69% didn't consider themselves to have a disability, 7% didn’t inform the school but admitted self-disability, and 24% informed the school and considered self to have a disability.  3) Difference in receipt of disability related accommodations and supports between high school and post-secondary school:  95% received accommodations in high school, but only 23% received accommodations for any post-secondary school; 57% received modifications in high school and 3% in post-secondary; 88% received academically focused service (i.e. tutoring) in high school and 12% in post-secondary; and 71% received other supports in high school and 4% in post-secondary.  Demographic results, self-determination scale scores, coursework taken in high school, and G.P.A. didn't seem to affect whether the students asked for support.  But students who had transition planning experiences in high school and post-secondary accommodations and supports specified on their transition plan had a more positive relationship with receipt of support services.  For the full reports, executive summaries, fact sheets, data briefs and data tables of this transition study go on-line to www.NITS2.org. 

Citadel to offer college admissions workshop for disabled learners - Summerville Journal Scene

Citadel to offer college admissions workshop for disabled learners - Summerville Journal Scene

Citadel to offer college admissions workshop for disabled learners

• Friday, March 14, 2014

The Learning Disabilities Association of South Carolina and The Citadel School of Education are cosponsoring a Transition Workshop at The Citadel on April 5 from 9 a.m. - 12 p.m.

 

The workshop is about those with ADHD or learning disabilities making the transition from high school to college. It is a free event.

 

Other individuals with mild disabilities that need college related information regarding needed documentation for college and how to acquire accommodations would benefit from this workshop as well. The informational workshop will be held at The Citadel in Mark Clark Hall in the Greater Issues Room.

 

For more information email info@ldasc.org. Register to attend: www.livetext.com/misk5/formz/public/75067/353GUeLpTL.

LDASC Reaching Out to Members

LDASC's Ann Whitten of Aiken Learning Lab and the LDASC Board of Directors reaching out to LDA members.

LDASC 2/11/14 Topical Tuesday Storify Chat

Dysgraphia Wordle :)

 http://www.wordle.net/show/wrdl/7537872/dysgraphia

I would keep my disabilities.

A fellow twitter asked today: Carolyn D. Cowen ‏@cdcowen 1h

Here's a 2-part question: If U could choose, would U keep/not keep Ur dyslexia? How about 4 Ur children--if U could make it vanish, would U?

So, I looked over and asked my child. He stated he would keep his LD and his dyslexia. I asked him why and he replied that it makes him a better learner and it is how he was made, who he is.

 

I want to cry. My child has reached a point in life that though he is often frustrated by how his dyslexia/dyscalculia/dysgraphia makes learning difficult for him, he would rather be who he is than someone different.

 

This is a day I have waited for and thankful it has came to be.