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The Learning Disabilities Association of South Carolina believes that every person with learning disabilities can succeed in school, at work, in relationships, and within the community -- when provided the right opportunities.

Join LDASC in creating those opportunities!

• LDASC is the voice for people with learning disabilities of all ages.
• LDA is the leading advocate for laws and policies that create opportunities for people with learning disabilities.
• LDA is a leader in promoting research into the nature and causes of learning disabilities.

What LDASC Offers:

• At the national, state and local levels, LDA provides cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources.
• LDASC provides support to people with learning disabilities, their families, teachers and other professionals.

Benefits of Membership:

• Support through local groups and workshops
• Affiliation with LDASC’s local affiliate (over 200 in 43 states)
• Advocacy through assistance, training and information
• Information via an email address
• Resources through a national LD Resource Library/Bookstore
• Research Updates covering the latest research in the field
• News from Washington - monthly reports on legislative issues
• Newsbriefs - LDA’s comprehensive national newsletter published six times a year
• Comprehensive Web site featuring exclusive Members area with access to leading experts and online training
• Discounts on state and national LDA conferences and workshops
• Discount subscription to Learning Disabilities: A Multidisciplinary Journal, a quarterly peer-reviewed journal

LDA never shares or sells membership information!

How to Become a Member
Complete our easy Online Membership Application or our Printable Membership Application to join by mail or fax.

Executive Functioning Process

Having been a special educator of students of all ages for almost forty years,  I came across many students who exhibited weak executive functioning skills. It wasn't until a concussion four years ago that affected my executive functioning skills that I really began to understand how executive functioning skills impact a person's daily activities.  I read a lot of articles and books on the subject and attended many seminars and workshops on executive functioning.

First, a definition of Executive Function is needed for better understanding. The following one was received at an LDAA conference session from Block and Lendman (AHEAD Management Institute).  It states:  "The executive functions are a collection of cognitive abilities that regulate responses and behaviors.  They include the ability to initiate and stop actions, to monitor and change behavior, and to plan future behavior.  Executive functions allow us to anticipate outcomes and adapt. They also play a part in conceptualizing and thinking abstractly".

Margaret Foster, who presented a seminar at last year's LDA's National Convention in Anaheim, CA, ("Boosting Executive Skills in Reading and Writing"),  listed those who may have have trouble with executive functions.  Besides being associated with such developmental disorders as AD/HD, Learning Disabilities, Autism Spectrum Disorders, some people with OCD, acute and chronic stress, depression, anxiety, and possibly Tourette's syndrome, and schizophrenia may exhibit difficulties in the executive functions.

The frontal lobes of the brain play a major role in executive function abilities, which involve the regulation of thinking and the regulation of behavior and emotions. The regulation of thinking includes planning and organizing, working memory, monitoring tasks, and initiating. According to Block and Lendman, "executive processes help students set goals, plan and implement the steps, monitor and change course when necessary, and maintain the appropriate motivation and emotional levels.  These processes also help individuals anticipate outcomes and adapt to different situations".

Block and Lendman (in "Grade 13", 2011), gave some examples of problems that students with executive functions skills may experience.  They include:  planning projects, judging the amount of time needed, completing an activity, monitoring their actions, and shifting their focus.  In addition, these students may be excessively forgetful, chronically late, frequently distracted, disorganized, unmotivated, and assertive or aggressive.

There are interventions for many of the executive function areas.  For example, for working memory, which is the holding and encoding information long enough to compete a task, some interventions include visualization, mapping, graphic organizers, post-its, labels, multiple colored notes, mnemonics, movement, environment, chunking, data dump, hands-on and rehearsal.  For organization, which includes grouping and categorizing, sequencing, arranging and improving efficiency, you can use color coding and highlighting; compiling-separating-dissecting; PDA's, calendars, date books, phones; technology-alarms, PC's, dictation, etc.  Interventions for planning and foresight (thinking and planning ahead; goal setting; anticipating events/consequences) can include one calendar, backward chaining, and thinking ahead.  One of the hardest executive function is initiation or independent engagement of a task. Interventions could include rewards, task analysis, and the use of a time line.  Other executive functions that may interfere with completion of activities or tasks are impulse/inhibition, flexible thinking, monitoring or self reflection, and emotional control.

For more information on Executive Function, check out the following:
1.  "Boosting Executive Skills in the Classroom:  A Practical Guide for Educators" by Joyce Cooper-Kahn and Margaret Foster (2013).
2.  "Late, Lost and Unprepared:  A  Parents' Guide to Helping Children with Executive Functioning" by Joyce Cooper-Kahn and Laurie Dietzel (2008).
3.  www.minddisorders.com/Del-Fi/Executive-function.html (2010)  or Grade 13 Block & Lendman, AHEAD Management Institute (2011).
4.  Any book by Chris Dendy that includes information on Executive Function.

Submitted by Anne Fogel, secretary, LDASC.

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