This presentation describes
the characteristics of Dyslexia and Related Disorders. Participants unravel
the myths surrounding the state of Texas and federal mandates concerning
dyslexia and its related disorders, how Section 504 differs from IDEA,
and why these identified students are learning different,
not deficient! The general educator
of the 21st century is required to be conversant in the diagnosis and treatment
of specific language/learning disabilities, i.e., Dyslexia. This
fast-paced session covers the history, characteristics, and "hot spots" in
the life of a person with dyslexia. In this lively, upbeat presentation,
the participants are guided through various age-related symptoms of dyslexia
and its related disorders, and its manifestations throughout the school
years, as well as the importance of early identification.
Audience: General and Special
Educators - all levels, Administrators, and Parents.
This presentation illustrates
appropriate and pragmatic classroom modifications and accommodations for
learning different students. Practical accommodations and modifications
for the classroom are presented with educators learning how to modify the
delivery of the curriculum, rather than the curriculum itself.
General educators will discover that small adaptations in the classroom can
mean tremendous gains in students' success.
Audience:
General and Special Educators - all levels, Administrators, and Parents.
Dysgraphia can be a related
disorder to dyslexia. Dysgraphia is defined as, "... difficulty in
learning handwriting despite conventional instruction, adequate intelligence,
and socio-cultural opportunity when other written language disabilities
are not evident" [Waites, 1990]. Dysgraphia is a problem with the
motoric act of writing, not with composing, although left untreated, dysgraphia
will most assuredly affect composition.
This lively, interactive presentation allows
participants to experience the frustration of dysgraphia first hand. Definitions and symptoms
of dysgraphia are presented along with several dysgraphia samples to help
participants correctly identify dysgraphia. The presentation elaborates
on differences between students with dysgraphia and other learning differences
and disabilities, e.g., the AD[H]D student. Material and ideas
discussed help provide instructional determination of appropriate modifications
and accommodations in general education classrooms.
Audience:
General and Special Educators - all levels, Administrators, and Parents.
This presentation provides
definitions, laws, and an illustrated presentation between Section 504
and IDEA. The material presented helps to answer the question, "Is
there truly a difference between Dyslexia and a Learning Disablity?" by
comparing the Texas state and federal mandates that surround these two
labels. Participants will be guided through various testing materials
and shown how to interpret testing to determine the least restrictive environment
for education placement.
Audience: General and Special
Educators - all levels, Administrators, and Parents.
This presentation will
provide the audience with characteristics of appropriate reading remediation
methodologies for older students.
Of the poor readers in third grade, 74% of
them will still be poor readers in ninth grade (NICHD, 1996). The professional
who deals with this age needs to be aware of the differences and similarities
encountered between the emergent, beginning reader, and the older student
with a read disability.
In this highly informative one hour presentation,
participants will hear about
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how reading is an "unnatural act;"
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common error patterns encountered in this population;
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what research says is important in supporting
these older disabled readers; and
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techniques and strategies to enhance their learning.
Audience: Secondary General
and Special Educators, Administrators, and Parents.
This presentation discusses
the components of a district-wide program for students identified with
Dyslexia and/or its Related Disorders. Topics covered are:
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how to identify eligible students;
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how to set up/begin a district-wide program;
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common characteristics of reliable research-based
methodologies that impact students with learning differences;
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how to determine the least restrictive environment
for this population; and
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how the general education teacher can easily
modify the presentation of curricula to achieve greatest results.
Audience: General and Special
Educators - all levels, and Administrators.
Studies have shown that
the two most predictable measures of reading abililty are phonological
awareness and alphabet recognition.
This presentation provides reliable researched-based
components of a program for pre-readers. Activities discussed are
those that incorporate phonological awareness, alphabet recognition, verbal
expression, systematic sound-symbol integration, and handwriting skills.
Audience: Pre-school, Kindergarten,
1st grade and Transitional teachers, Special Educators, and Administrators.
Phonological Awareness
is necessary but not sufficient to ensure reading success.
This presentation provides definitions and
illustrates research-based material on phonological awareness. A
focal point of the material is a hands on and "how to" format for participants.
Educators and parents are shown how easily it is to incorporate games that
will positively impact all students' reading and spelling abilities - not
just the student suspected to have a learning
difference.
Audience: General and Special
Educators - primary grades, Administrators, and Parents.
This presentation provides the attendees
with components of a reliable research-based reading program. Educators
are shown the importance of how understanding the structure of English
will strengthen their ability to teach reading to more students while being
able to generate an individualized "game plan" based upon a student's error
patterns.
Students who may need a more structured,
sequential approach to learning to read may lose out in a more "global"
classroom. These students may appear to be dyslexic, but are experiencing
dyspedagogia - or difficulty with the teaching.
Audience: General and
Special Educators - all levels, Administrators, and Parents.
This presentation directs participants in how to strengthen students' reading comprehenson through effective vocabulary instruction.
Students arrive at school with a wide range of abilities. How can a teacher move a diverse population forward? This workshop helps teachers with this and other educational concerns such as:
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what the components of a research-based vocabulary program should include;
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why dictionary definitions are ineffective;
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how to choose concepts that will make the biggest educational impact for students; and
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which activities will increase the breadth and depth of students' vocabulary.
Audience: General and
Special Educators - all levels, Administrators, and Parents.
This Neuhaus Education Center based presentation addresses how educators can teach spelling scientifically by employing best research-based practices. The components necessary to teach spelling rules and common reliable patterns scientifically are discussed and practiced by the participants.
Scientific Spelling is organized so that students can learn to spell words they do not know by using dependable patterns and rules of the English language. The knowledge to analyze and place words into three general categories - regular, rule, and irregular facilitates learning and retention of the words.
Scientific Spelling's goals are:
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Students will learn dependable patterns and five common and reliable rules
of the English language;
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Students will learn and apply a multisensory strategy for memorization
of words that do not follow a pattern or rule;
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Students will learn to analyze word lists as regular, rule, or irregular
words.
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Teachers will learn to develop spelling lists from content area words or
high frequency words while directly teaching the reliable spelling patterns
and rules of the English language.
Audience:
General and Special Educators - all levels, Administrators, and Parents.