The purpose of IMSLEC is to accredit training courses for the professional prepara- tion of the Multisensory Structured Language Education specialist. IMSLEC is committed to quality training of the MSLE clinicians and teachers, establishing standards and crite- ria of excellence for the programs it accredits. There are currently 32 accredited training courses in 90 locations throughout the United States. A full description of the Accreditation Process and an Application can be found on the IMSLEC website, www.imslec.org. 2008 - 2009 Board of Directors Kay Allen Karen Avrit, Accreditation Chair Michelle Bufkin Mary Farrell, Secretary Maureen K. Martin, Vice President Phyllis B. Meisel, President Claire D. Nissenbaum Kay Peterson Joyce S. Pickering Sylvia Richardson, M.D. Kathy Rose Marjory Roth Rai Thompson Valerie G. Tucker Karen S. Vickery, Treasurer Laurie Wagner Nancy Cushen White Carole Wile Past Presidents ValerieTucker 2005 – 2007 Joyce Pickering 1997 - 2005 Bonita Colony 1995 - 1997 The IMSLEC Record Volume XI, Number 3 Fall 2009 Signals of Learning Differences at Various Stages of Development The earliest articles related to learning disabilities were written in the latter part of the 1800’s. In the early 1900’s Orton and Gillingham were work- ing to not only identify, but also instruct individuals whose visual and audito- ry processing systems were less efficient in mastering the written language skills of reading, writing, and spelling. For 70 years, case histories have been gathered and these reports pro- vide valuable information in referring individuals for evaluation as early as pos- sible. Case histories often include a family history of dyslexia, little indication of difficulty in learning before reading is introduced, and increasing difficulty in school through the grades in reading, writing, and spelling. The histories of Attention Deficit Hyperactivity Disorder (ADHD) students indicate early speech/language disorders, motor skill delays and attentional difficulties. Family history may reveal others with similar challenges. In school this child is seen as impulsive, poorly organized and having the greatest difficulty with read- ing comprehension and math. Both groups have a higher incidence of ear infections and allergies with a frequent family history of late onset diabetes. Early Childhood Delays in coordination, speech and language, attention, and per- ception are the early predictors of learning disorders. The average child will support the weight of his own head by four months, sit by six months, crawl by eight months, stand by 10 months, and walk by approximately one year. As the large muscle movements are improved the child has the ability to begin to refine the fine motor movements of his hands: to learn to grasp, pick up small objects, hold objects, feed himself, cut his food, tie his shoes. In the process he learns to use the eyes and hands together to become more accurate in his motor skills. He refines his perception of space, weights, and textures through his motor development. His motor system develops the skills he will need later in schoolwork. In a baby’s first year, he hears the sounds of his language.The melody of the language is perceived first. The developing sounds of the language are heard in cooing, babbling, echoing, and finally producing the first meaningful word, such as “mama” or “dada”. In the first five years this word vocabulary grows for the average child from between 2,500 to 5,000 words and basic mas- tery of his mother tongue is achieved. Very young children are in a stage in which the brain is being bom- barded with information sent by the senses. This stage of birth through three years Dr. Maria Montessori called “The Absorbent Mind.” Every sight, sound, smell, taste and feel bombard the brain. The human being must assimilate this sensory input and in the first five years begin to organize it in a meaning- ful way. The brain between three and five years develops, for most children, an inhibition system in which targeted sensory information can be studied while other extraneous information is ignored. The brain begins to have the ability for the selective and sustained attention necessary for learning in school . continued on page 2
Transcript
The purpose of IMSLEC is to accredittraining courses for the professional prepara-tion of the Multisensory Structured LanguageEducation specialist. IMSLEC is committedto quality training of the MSLE cliniciansand teachers, establishing standards and crite-ria of excellence for the programs it accredits.
There are currently 32 accredited trainingcourses in 90 locations throughout the UnitedStates. A full description of the AccreditationProcess and an Application can be found onthe IMSLEC website, www.imslec.org.
2008 - 2009 Board of DirectorsKay Allen
Karen Avrit, Accreditation ChairMichelle Bufkin
Mary Farrell, SecretaryMaureen K. Martin, Vice President
Signals of Learning Differences at VariousStages of Development
The earliest articles related to learning disabilities were written in thelatter part of the 1800’s. In the early 1900’s Orton and Gillingham were work-ing to not only identify, but also instruct individuals whose visual and audito-ry processing systems were less efficient in mastering the written language skillsof reading, writing, and spelling.
For 70 years, case histories have been gathered and these reports pro-vide valuable information in referring individuals for evaluation as early as pos-sible. Case histories often include a family history of dyslexia, little indicationof difficulty in learning before reading is introduced, and increasing difficultyin school through the grades in reading, writing, and spelling. The histories ofAttention Deficit Hyperactivity Disorder (ADHD) students indicate earlyspeech/language disorders, motor skill delays and attentional difficulties.Family history may reveal others with similar challenges. In school this child isseen as impulsive, poorly organized and having the greatest difficulty with read-ing comprehension and math. Both groups have a higher incidence of earinfections and allergies with a frequent family history of late onset diabetes.
Early ChildhoodDelays in coordination, speech and language, attention, and per-
ception are the early predictors of learning disorders. The average child willsupport the weight of his own head by four months, sit by six months, crawlby eight months, stand by 10 months, and walk by approximately one year. Asthe large muscle movements are improved the child has the ability to begin torefine the fine motor movements of his hands: to learn to grasp, pick up smallobjects, hold objects, feed himself, cut his food, tie his shoes. In the process helearns to use the eyes and hands together to become more accurate in his motorskills. He refines his perception of space, weights, and textures through hismotor development. His motor system develops the skills he will need laterin schoolwork.
In a baby’s first year, he hears the sounds of his language. The melodyof the language is perceived first. The developing sounds of the language areheard in cooing, babbling, echoing, and finally producing the first meaningfulword, such as “mama” or “dada”. In the first five years this word vocabularygrows for the average child from between 2,500 to 5,000 words and basic mas-tery of his mother tongue is achieved.
Very young children are in a stage in which the brain is being bom-barded with information sent by the senses. This stage of birth through threeyears Dr. Maria Montessori called “The Absorbent Mind.” Every sight, sound,smell, taste and feel bombard the brain. The human being must assimilate thissensory input and in the first five years begin to organize it in a meaning-ful way. The brain between three and five years develops, for most children, aninhibition system in which targeted sensory information can be studied whileother extraneous information is ignored. The brain begins to have the abilityfor the selective and sustained attention necessary for learning in school.
continued on page 2
Page 2 The IMSLEC Record
The International Multisensory Structured Language Education Council
Throughout the first five years of life the child is refininghis ability to interpret the sensory information his brainreceives and to perceive finer and finer details of thisinput. For example, at birth he can perceive sound butthis perception needs to be refined from gross soundawareness (loud/soft, high/low, etc.) to the minute differ-ences of speech sounds to be ready for the beginning read-ing tasks of kindergarten and first grade.
If coordination, language, attention, and per-ception proceed in an average progression of ability,the child is "ready" for the higher cognitive tasks ofreading, writing, spelling, math, science, and socialstudies. If these areas develop unevenly or are defi-cient, the child will be seen to have difficulty withsome or all of the early academic learning tasks.
Even with processing deficits, the child with aver-age or above mental ability often compensates so well inthe early elementary grades that he is frequently notreferred for evaluation until the third grade.
Elementary GradesBright children with reading disorders, such as dyslexia,have auditory processing deficits, such as difficultieswith phonological awareness. They cannot perceive thediscrete sounds in words or the location of the soundsaccurately and consistently. They seem to perceive theauditory unit of a word as a glob of sounds. Often theirspeech indicates how they perceive the spoken language ofothers. Their speech may be mumbled or slurred.Articulation errors are seen in younger children (basket-ti/spaghetti) as well as confused syllables (comtraval forcomfortable).
Dyslexic students also have difficulty in thevisual perception of internal detail in words so they fre-quently call words that start alike and look similar, one forthe other (then/there, for/from). They miss more shortwords than long words, which are more distinctly differ-ent from one another.
In kindergarten, first, and second grade manyparents, teachers and even some diagnosticians are liableto believe that these perceptual dysfunctions are slowdevelopment which will improve with maturity.Though in a very small number of children (about 1%)these errors may be maturation, in the majority these areclear signs of a learning difference.
The last ten years have provided the LD fieldwith the neurological research of Geshwind, Galaburda,Sherman, Rose, and others demonstrating that the dyslex-ic brain is anatomically different than the brain of theaverage reader. Yale physicians Sally and BennettShaywitz have identified the parts of the brain used inreading through MRI studies. The National Institutes ofHealth studies are finding that at least 95% of even the
poorest readers can learn to read at grade level if they aregiven early and proper instruction in sound-letter rela-tionships.
By the third grade, these differences are clear.There are several reasons for this time of reference fordiagnosis being the greatest. In the first two grades, every-one is learning to decode the written symbols that makewords and attach meaning to the words, phrases and sen-tences. There is a great range of ability in these skills rang-ing from the rare 3-year-old excellent reader to the adultwho is a slow, labored and inaccurate reader.
The majority of humans exposed to any effectivesystem for teaching reading is decoding with ease andunderstanding what is read by the third grade. Those whoare still struggling become more obvious as not makingnormal progress. There are, of course, the uninformedadults who assume the child is not trying and is not moti-vated. Motivation is rarely if ever the cause of a readingfailure. The greatest number of ineffective readers isattempting neurological skills for which the processingsystems are faulty.
If the elementary child is not referred for testing,identification and clinical instruction, their language skillsmake very slow, uneven progress. Other students contin-ue a steady gain in skills while the learning different stu-dent becomes more frustrated and confused. The moreintellectually able the LD student, the greater the frustra-tion. Emotional and behavioral overlays, such as clown-ing, withdrawal, or hostility, may become a part of thestudent’s way of distracting others from his academicweaknesses.
Each year of elementary school, grades 1-5, thegap between the learning different student and the averagestudent becomes greater. The written work and spelling ofthe LD student is like the work of a younger child.
Middle School - Grades 6-8In these years the difficulties of the LD student
increase, as the work volume, timing factors andrequirements continue to escalate. The LD elementarystudent who had difficulty writing a paragraph now hasthe challenge of multi-paragraph papers, essays, bookreports, and research reports. The average student isbecoming an independent worker. The middle school LDstudent cannot finish his work in the same amount oftime as the average student, because of the slower speed ofhis neurological processing. His auditory discriminationand memory skills make note taking difficult to impossi-ble. The writing of other students is becoming richer invocabulary and varied in sentence structure. The LD stu-dent knows much more than he can express in writing.Frustration and issues of self-esteem often worsen dur-ing these years in which others are maturing in their aca-
continued from cover
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demic skills and the LD student produces work not evenadequate for much younger students.
Submitted by Joyce Pickering, Executive Director, SheltonSchool & Evaluation Center
From the Presidents Desk,It is with mixed emotions that I write this last letter.
The past two years have been exciting and rewarding for IMSLEC and for me.We have seen IMSLEC grow with more multisensory structured language programswanting accreditation. This is an affirmation of the progress our field has made. It is now wellrecognized that we need to assure parents and children with dyslexia that there are qualitytraining programs. These programs adhere to standards that are well recognized, accepted andare scientifically based.
Parents can look for the seal of approval and be assured that their children will behelped if the individual teaching their child has graduated from an accredited program.
Teachers will know where to turn when they are teaching dyslexic children. Education will benefit from the work wehave done.
This past year has seen much progress made by IDA for the recognition of individuals who meet the acceptedstandards for working with dyslexic children or adults. IMSLEC has been proud to be part of this effort so that qual-ity in our profession can be upheld.
Personally, I have been rewarded and gratified by working with the IMSLEC Board and Executive Committee.I have been impressed with the thoroughness and conscientiousness that goes into every accreditation. It has been apleasure to work with all those who have given so tirelessly of themselves. I thank them so much for all that they havedone for me, for IMSLEC and for the education field. I know that I leave IMSLEC in good hands.
Sincerely,Phyllis MeiselPresident
KLC had a phenomenal summer training 29area teachers, tutors, and home school edu-cators. 19 people also completed theTeaching Level training program this year.The Key is supplying more and more quali-fied MSLE tutors to the Western NorthCarolina region filling an ever present needto reach children who are struggling to read!
The Key Learning Center Basic MSLE Class of 2009
We gratefully acknowledge the following friends. Your generosity is deeply appreciated. Kay Allen, Karen Avrit, Michelle Bufkin, Mary Farrell, Marsha Geller, Maureen Martin, Marilyn Mathis,
Phyllis Meisel, Kay Peterson, Joyce Pickering, Kathleen Rose, Marjory Roth, Gayle Smith, Rai Thompson, Karen Vickery, Nancy Cushen White, Carole Wile, David Winers
Thank you IMSLEC Supporters!
Donations to IMSLEC are a meaningful way to honor friends, family or colleagues. Donations may be sent to Karen Vickery, IMSLEC Treasurer, SMU Learning Therapy Program, 5236 Tennyson Pkway, Bldg 4-108, Plano, TX 75024.
Rai ThompsoaKl,seieMslliyhhyPMt,irAvnareKn,ellAyaayKluffuateefrratee gWWe g
, Bldg 4-ennyson Pkwayy, Bldg 4-108, Plano, TX 75024. m, 5236 Tor colleagues. Donations may be sent to Karen Vyilly m, fas
iners, David WWinersRoth, Gayle Smith,
s,ihtaMnyillyarMn,tiraMney appreciated.
-108, Plano, TX 75024.,ickeryy, s may be sent to Karen VVickery
Page 4 The IMSLEC Record
The International Multisensory Structured Language Education Council
Taking Training on the Road: Sweet Home Alabama!In the spring of 2009, Shelton School entered
into a contract with two city school districts in Alabama,Oxford City Schools and Vestavia Hills City Schools, totrain teachers to the level of therapists in multisensorystructured language (MSL) education. The forwardthinking administrators in those districts understood theimportance of providing teachers with training that wouldallow them to be therapeutic with students with varyinglevels of reading difficulty. Forty “pioneer” trainees begantherapy level training in the summer months. They planto sit for the Alliance National Certification exam in thespring of 2011 so that they can become CertifiedAcademic Language Therapists.
These trainees are working in a variety ofsettings including pulling individual students, workingwith small pull out groups and with reading groups with-in the regular classroom. The program is being used withstudents from elementary school through high school.The trainees are all certified teachers, some from specialeducation and some general education. The students areresponding as enthusiastically as their teachers. One stu-dent recently told his teacher, “I have always hated school,but I can tell that this year is going to be different. Thisstuff makes sense to me.”
Plans to add another cohort for next summer arealready underway. The word is out that these teachers
have tools to address the needs of students who have pre-viously failed to respond and other teachers are eager togain the same knowledge. Khristie Goodwin in Oxfordand Linda Brady in Vestavia intend to have a CertifiedAcademic Language Therapist on every campus in theirdistricts. They also intend to support this first groupthrough to the instructor level. “We want to be self-sus-taining!” declared Mrs. Brady. Shelton is proud to assistour friends in Alabama while they develop the skills toteach student with dyslexia and related disorders.
As part of the effort to share our knowledge andexpertise, Shelton offers four training courses in multisen-sory structured language education. Those courses aredistinctive in that they use different curricula. SequentialEnglish Education (SEE) is based on the work of Dr.Charles Shedd and Dr. Joyce Pickering (Shelton’s execu-tive director). Shelton Adolescent Reading Approach usesthe Wilson Language System materials as the base of acourse developed specifically for adolescents by AmandaThornton. Shelton Academic Language Approach hastwo tracks using two curricula as the base, MultisensoryTeaching Approach (MTA) developed by Margaret Smithand Take Flight: A Comprehensive Intervention for Studentswith Dyslexia developed by Texas Scottish Rite Hospitalfor Children in Dallas, Texas.
Nancy Coffman (of Shelton) and Linda Brady of Vestavia with the group of trainees beginning in Vestavia Hills
Nancy Coffman (of Shelton) and Khristie Goodwin of Oxford with the group of trainees beginning in Oxford
Spring 2009 Page 5
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DuBard School Pilot ProgramThe DuBard School for Language Disorders at
The University of Southern Mississippi recently complet-ed two semesters of a pilot program designed for school-aged children with challenges in reading, spelling andwritten language. The Language Enhancement andAchievement Program, or LEAP, served six children dur-ing spring, 2009, and eight children during summer,2009, with 12 students enrolled for fall. The DuBardAssociation Method™ is the curriculum for LEAP.
Students enrolled in the pilot program made average gainsof 36% increase in reading phonemes, 14% increase inreading real words and 18% increase in decoding non-sense words during a total of 48 hours of small groupinstruction each semester. For more information aboutthe LEAP program or the DuBard AssociationMethod™, contact the DuBard School for LanguageDisorders at 601.266.5223 or [email protected]
Above: Spring 2009 graduates and instructors of LEAP
Left: Summer, 2009 graduates of LEAP
Page 6 The IMSLEC Record
Southern Methodist University, Annette Caldwell SimmonsSchool of Education, Learning Therapy Center
The Learning Therapy Center is comprised of theLearning Therapy Teaching Level Certificate Program, theLearning Therapist Certificate Program, the DiagnosticCenter for Dyslexia and Related Disorders, and theAcademic Enhancement Workshops.The Learning Therapist Graduate Certificate program(LTP) is a two-year course of study serving individualsinterested in working with children or adults who havedyslexia or related written-language disorders. The firstyear of the Learning Therapist Graduate Certificate pro-gram comprises the Learning Therapy Teaching LevelCertificate (TL) program. Students who do not wish topursue certification at the Therapist Level are eligible totake the National Alliance Registration Exam at theTeaching Level upon completion of the first year of cur-riculum requirements in the LTP.The first year of coursework (TL) prepares individuals towork as dyslexia teachers in small remedial classes in pub-lic or private school settings. Participants receive thoroughinstruction in guided discovery, multisensory teachingtechniques, lesson planning, and documentation of stu-dent progress. The program of study uses a sequentialmultisensory approach to teach alphabet and dictionaryskills, reading (decoding & comprehension), spelling, cur-sive handwriting, fluency, and written composition.During this year of study, stu-dents must successfully com-plete 12 hours of graduate cred-it coursework, five teachingdemonstration lessons, and 200supervised hours of clinicalteaching experience.
The second year ofstudy (LTP) includes basic andadvanced theory, methods, cur-riculum, and professional devel-opment for therapists workingwith individuals and/or groupswith dyslexia. Students aretrained in the structure of thewritten language, multisensoryteaching methods, and sequen-tial procedures for teaching writ-ten-language skills and learningstrategies. The LTP year of studyrequires completion of an addi-tional 12 hours of graduate cred-it coursework, 500 additional
supervised hours of clinical teaching experience, and fiveadditional teaching demonstration lessons. Students whosuccessfully fulfill the requirements of both years of studybecome eligible to take the Alliance National RegistrationExam at the Therapist Level.
The Certificate of Advanced Studies programprepares individuals for instruction and administration ofLearning Therapy Programs. The program is open to indi-viduals who have already completed MultisensoryStructured Language Education (MSLE) training andhave been a Certified Academic Language Therapist(CALT) for a minimum of two years. Students must alsohold a Master’s degree or higher, have completed a mini-mum of 1400 MSLE teaching hours beyond certification,and must undergo a formal interview and board-reviewadmissions process.
The LTP, TL, and CAS programs at SMU areaccredited by the International Multisensory StructuredLanguage Education Council (IMSLEC) and subscribe tothe certification guidelines and standards of professionalconduct and code of ethics of the Academic LanguageTherapy Association (ALTA®). We also offer a variety ofcourses as professional Continuing Education Units(CEU’s) to teachers and therapy professionals. Onlinecourses are being developed not only for graduate credit
The International Multisensory Structured Language Education Council
Spring 2009 Page 7
A non-profit 501 (c)(3) corporation established in 1995
but also for CEU’s. One course will be offered in the fallwith others to follow. In addition, a special topics course,entitled Assessment of the Struggling Reader, will be offeredin the fall as a three hour elective.
The Diagnostic Center for Dyslexia & RelatedDisorders offers full evaluations (initial or re-testing) forindividuals five through adult. It provides diagnosis oflearning differences including dyslexia, dysgraphia, dyscal-culia, nonverbal learning disability, learning disability-nototherwise specified, expressive /receptive language disor-der, memory problems, reading and reading comprehen-sion problems. The testing also provides screening of andallows the staff to refer to a specialist for ADHD, behav-ior, autism, visual or auditory processing problems, orpsychological problems.
Each evaluation includes a full cognitive batteryof tests which yields information about verbal ability, non-verbal reasoning, processing speed, working memory,long-term retrieval, executive processes, phonemic aware-ness, and cognitive efficiency. In addition to the cognitivetesting, three areas of processing are assessed whichincludes visual, auditory, and phonological. Completebatteries for receptive and expressive language are used todetermine if there are any contributing factors to thelearning difficulty. Finally, the achievement battery assess-es reading (basic, fluency, and comprehension), writtenexpression (spelling, fluency, and writing), handwriting,and math (basic, fluency, and reasoning).
These quantitative test results are supplementedwith the qualitative information provided by the individ-ual, parents, and teachers along with the history, previousintervention, response to that intervention, and othernon-academic factors that may support or interfere with
academic competence.The quantitative and qualitative data provide a
profile of the individual's strengths and weaknesses (whichmay be significant enough to warrant diagnosis of a learn-ing difference). Based on the profile, an extensive list ofrecommendations for intervention, classroom accommo-dations, and strategies for the student, parents, and teach-ers are provided. A face to face conference (that takesapproximately two hours) is held to review the testinginformation and clarify any questions prior to completionof the final report. A final interpretative report (approxi-mately 20 – 25 pages) is mailed to the client.
Additionally, Academic EnhancementWorkshops are offered through the Learning TherapyCenter as part of the SMU Summer Youth Program atSMU-in-Plano. Academic Enhancement Workshops pro-mote development in the academic areas of reading, writ-ing, spelling, math, handwriting and keyboarding to booststudents’ academic performance. Workshops to improvecommunication skills, vocabulary, test preparation, col-lege planning, computer technology and social skills givestudents the necessary skills to succeed in school andbeyond. Since 2002, SMU’s Learning Therapy Center hasoffered Academic Enhancement Workshops (AEW) aspart of the SMU Youth Program. The focus of AEW hasbeen boosting academic skills for students through fun,interactive settings which feature small teacher studentratios and highly qualified instructors. Our workshopofferings for 2009 fall in 11 categories: Writing, Spelling,Reading, Test Preparation, Study Skills, School SuccessSkills, Math, Advanced Placement Course Preparation,College Transition Skills and Communication Skills.
Cohort VI began the two year Master of Education inDyslexia Therapy Training Program at Mississippi Collegein July.
The International Multisensory Structured Language Education Council
At The Hill Center in Durham, North Carolina,student achievement, teacher professional development,and administrative leadership are the focus of a recent col-laboration with Brunswick County Schools and theUniversity of North Carolina at Wilmington. The HillRegional Educational Model (HCREM) project, support-ed by the Robertson Foundation, is the creation of a part-nership of experts desgined to effect systemic educationalchanges in Brunswick county and surrounding counties.
The Hill Center, an IMSLEC accredited organi-zation, is working to spread the word about the effective-ness of a multi-sensory structured language approach toteaching. Collaborative dialogue, paired with instructionalopportunities with teachers and administrators, will resultin approximately 44 teachers receiving Teaching LevelIMSLEC certification through The Hill Center’s certifica-tion program.
Michael Fullan stresses the importance of creatinga culture of change in schools. Nurturing leadership capac-ity and embracing deep learning are strategies that helpsustain educational changes at micro and macro levels—and all stages before, between, and beyond. The HillRegional Educational Model (HCREM) directly addressessystemic transformation. Hill, Brunswick and UNCWpartners convene on a frequent basis to discuss and planshort – and long-term supports and interventions.
Hill Center/UNCW Graduate CourseIn July 2009, Hill Center professionals instructed
twenty UNCW students, practicing teachers, in a week-long graduate level course, Intensive Remediation forStruggling Learners. Participants engaged in activities andlearning experiences that addressed current legislation, stu-dent learning differences, and Hill Center reading, writing,and math methodology. Prior to the scheduled course, stu-dents commenced with an e-learning experience by taking
The Hill Center’s Phonics: Breaking the Code onlinecourse. All coursework and materials were provided to stu-dents free of charge. The course provided educators fromvarious pedagogical and epistemological backgrounds withadditional knowledge and strategies to teach strugglinglearners in their disciplines, as well as graduate creditthrough the university.
Leadership InstituteSchool administrators from Brunswick County
Schools and surrounding school systems participated in aday-long Leadership Institute. Focal topics and issuesincluded: Understanding Learning Disabilities,Neuroscience Research, Legislative Overview, SpecialEducation Issues, and Leadership for Special Education.The goals of the Institute were to increase administrativeknowledge of student learning needs and to stimulatethought about leadership practices and ways to enhancesupport for students with exceptional needs and the teach-ers with whom they work.
Hill Reading Achievement Program (HillRAP)Professional Development
In August 2009, 32 teachers from BrunswickCounty Schools participated in a 3-day professional devel-opment session with Hill Center trainers as their first steptoward IMSLEC certification. Participants receivedPhonics and Phonological Awareness instruction andlearned about The Hill Center reading methodology(HillRAP) which incorporates all of the components of aneffective reading program according to the National
The Hill Center Regional Educational Model —A Multi-Dimensional Partnership Creating aCulture of Change
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A non-profit 501 (c)(3) corporation established in 1995
Reading Panel (2000). The teachers, representing the 3rdthrough 6th grades, will implement HillRAP with selectedstudents, beginning during the 2009-2010 school year. Inall, nearly 400 students will receive this intensive readingintervention. Evaluators from UNCW will be collectingpre and post-test data on student achievement as part ofthe project. HillRAP teachers will be assigned a mentorwho will work directly with each teacher throughout theschoolyear. Additional Hill training sessions will be provid-ed to address teacher needs, as well.
Parent InvolvementParent involvement, so critical to student success,
is an integral part of the HCREM. Meetings with parentsof students involved in HillRAP will be scheduled severaltimes throughtout the school year with the intent of engag-ing parents in dialogue about the methodology and ways tosupport learning at home. Parents are an indispensable ele-ment of the partnership and are unarguably essential to
sustain changes over time.After the first year of HillRAP implementation,
certain Brunswick teachers will be identified as potentialHillRAP mentors and will receive additional training andsupports to become certified to provide mentorship withinthe district. Identification and support of within-districtexperts is intended to build sustainability.
IMSLEC Code of EthicsThe International Multisensory Structured Language Education Council(IMSLEC®), an accrediting body, shall:
• Maintain the highest level of integrity in complying with IMSLECbylaws, standards, rules, and procedures.
• Provide impartial access and equal opportunity for all applicants foraccreditation.
• Protect the privacy and confidentiality of information gathered inthe accrediting process.
• Provide adequate safeguards against conflicts of interest and/or pref-erential treatment in the accrediting process.
• Provide for confidentiality of the decision-making process.• Respect the intellectual property rights of others by crediting
sources as appropriate and complying with the copyright and trademark laws of the United States of America in force and effect.
• Adhere to prevailing professional standards and avoid misrepresen-tations in advertising and marketing professional services, reportingresearch results, and promoting products.
Page 10 The IMSLEC Record
The International Multisensory Structured Language Education Council
FDU’s Center for Dyslexia StudiesCelebrating a Quarter Century of Leadership in Serving Studentswith Learning Disabilities and Their Teachers
REGIONAL CENTER FOR COLLEGE STUDENTS WITH LEARNING DISABILITIESCollege-bound students who learn differently can take advantage of Fairleigh Dickinson’s nationally acclaimed,professionally-staffed and comprehensive undergraduatesupport program — provided at no additional costabove tuition rates. The Center also offers summer programs for high school juniors and seniors.
Learn more at: fdu.edu/rcsld • 201-692-2087
College at Florham, Madison, NJMetropolitan Campus, Teaneck, NJ
ORTON-GILLINGHAM TEACHER TRAINING PROGRAMAccredited by the International Multisensory Structured Language Education Council (IMSLEC), this program provides regular classroom teachers and teachers of special education with expertise in the Orton-Gillingham approach.
Within the program, educators can select from the following: IMSLEC-accredited Orton Gillingham (OG)certificate programs at the teaching, trainer of teaching,therapy, and trainer of therapy levels; professional development workshops on OG-related topics; OG overview; and OG distance practicum.
Neuhaus Education Center 4433 Bissonnet Bellaire, TX 77401 713.664.7676
Visit us at wwwwww..nneeuuhhaauuss..oorrgg for: Online professional development In-house literacy instruction Research guide Neuhaus publications Latest Neuhaus news & events Resources for parents, and more!
wwwwww..rreeaaddiinnggtteeaacchheerrssnneettwwoorrkk..oorrggPut Neuhaus in your pocket.
Spring 2009 Page 11
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Fairleigh Dickinson University Goes Abroad Summer 2009
It is always wonderful to travel to London and itssurrounding areas. But when Fairleigh DickinsonUniversity enhances that travel with lectures and anopportunity to reside in a 700 year-old abbey surroundedby dreamy English gardens and thatched cottages, theexperience is unforgettable.
This past June 25th – July 5th FairleighDickinson’s Summer at Wroxton was exactly that. Sittingatop 56 acres of English countryside, Wroxton providedthe epitome of locations for academics and travel.Lectures by Judy Shapiro and Barbara McAuliffe includedtopics such as: Picture books and vocabulary, The Inventionof Hugo Cabret and The Breadwinner: two pieces of litera-ture for the struggling reader, Graphica and Comprehension
constructors and Cris Tovani. Lectures by British facultyranged from Shakespeare’s’ As You Like It to The British andAmericans: Differences and Similarities. Trips to London,Stratford, the Royal Shakespeare Theater for a perfor-mance, Warwick Castle and Sibford, a school serving stu-dents with dyslexia were woven into days lectures andstrolls through the countryside.
The combination of living at the Abbey (mainWroxton residential building), learning, taking trips andmeandering walks through footpaths and local villageswhile sharing one’s passion for teaching reading with like-minded individuals was indeed a one-of-a-kind experi-ence!
In May, Scottish Rite Learning Center ofAustin, Inc. (SRLC) celebrated two graduations. OnWednesday, May 6th, over 200 students, family mem-bers, therapists, and Masons gathered for dinner and agraduation ceremony in the theater for the thirteenstudents who completed the afterschool SRLC pro-gram, Take Flight: A Comprehensive Intervention forStudents with Dyslexia. Each student received a cer-tificate and personalized trophy in honor of their suc-cess. On Friday, May 15th, colleagues and familymembers celebrated with sixteen therapist trainees asthey graduated from SRLC’s two-year Dyslexia TherapistTraining Program. The graduates began with a luncheonat the home of Board President, Bruce Rice and his wifeDonna. Later, tears and laughter filled the theater as thenew therapists shared their feelings and experiences withTake Flight and expressed their appreciation to theQualified Instructors, the center, and the Masons. TheSRLC 2009 Therapist Training graduates are: RogenaAlviola, Lorna Belk, Krista Cone, Michele Dolezal, Stacy
Greene, Cynthia Johnson, Randy Johnson, Betsy Mata,Julie Montgomery, Velma Moreno, Jessica Smith, ReginaStaffa, Kim Stern, Phyllis Swinney, Cynthia Temple, andDevon Williams. In June, all 16 therapists took andpassed the Alliance Exam, becoming Certified AcademicLanguage Therapists!
Graduations
Page 12 The IMSLEC Record
In September 2009, Neuhaus Education Centerwill celebrate 30 years of providing professional develop-ment in reading, writing, and spelling instruction to teach-ers. Neuhaus has consistently worked to prevent andresolve early reading problems and has impacted the pro-fessional lives of approximately 51,000 teachers and5,700,000 readers through in-house, online, and interac-tive video classes. Recent collaborations include theUniversity of St. Thomas, Stephen F. Austin StateUniversity, and the Annette Caldwell Simmons School ofEducation and Human Development at Southern
work.org ) – Neuhaus’ online source for ongoing support– provides instructional videos, Webinars, online classes,professional assistance, lesson plans, activities, resources,research articles, and a networking community of teachingprofessionals who are committed to their students’ readingsuccess. Neuhaus continues to provide the most currentinformation to teachers who strive to help their studentsbecome better readers with brighter futures.
Neuhaus Education Center Celebrates 30th Anniversary
Update on a Previous StoryArnie Clark – Our Hero
Some of you might have beenfollowing the story of Arnie from theinformation we shared in our previousnewsletters. So, please know that Arniegraduated from the Take FlightCurriculum having Carol Stoner as hisAcademic Language Therapist. Arnie
was featured on the front page of the Dallas MorningNews on Monday, August 3rd. If you would still like toread his complete story you may go toDallasNews.com/extra.
Please read the article and make comments. Weneed more stories like this that spreads the word of all thegood work that our structured language therapists give.
We are so proud of him, and his efforts with CarolStoner in truly becoming literate, and our legendary hero.Submitted by Beverly Dooley, Ph.DQualified Instructor
June and July, 2009 TrainingThere were 34 ladies and one man, in Odessa,
willing to face the challenges of Multisensory Teaching andwe are happy to announce that all survived the summer.
The Introductory Class had 11 excited partici-pants who insisted on bringing a breakfast feast every dayduring the last week of instruction. Christopher Fredrick,the lone male, found himself becoming very popular whenall the ladies started loading all their material up to leave atthe end of training.
The advanced class had fun making their foamsand teaching each other. The individual concepts sharedwere amazing. What a wealth of knowledge and experi-ence Ector County ISD has in this group of teachers.
The instructors here at Southwest MultisensoryTraining Center are thrilled and truly blessed to haveworked with these 35 willing educators who want to helpour kind of kid!Submitted by Peggy Brooks, M.S., CALT, QI
News From Southwest Training Academy
The International Multisensory Structured Language Education Council
Windward News!Windward School’s Teacher
Training Institute (WTTI) congratulates itsrecent graduates at the Instructor ofTeaching Level.
Dr. John J. Russell, Head ofWindward School, (far right) is picturedwith graduates Carol Siegel, Amy Lindenand Betsy Duffy (left to right).
Spring 2009 Page 11
ASDEC, The Atlantic Seaboard DyslexiaEducation Center, announces with pleasure the appoint-ment of Ellen O’Neill, of College Park, as ExecutiveDirector. Ms. O’Neill was Development Director of theSilver Spring Interfaith Housing Coalition for six years,and more recently Executive Director of the BrusselsSports Association in Belgium. She has served on theBoard of Directors of the Chelsea School for LD students,Silver Spring, MD, and Maryland Nonprofits, formerlyMaryland Association of Nonprofit Associations. She alsohelped establish the Siena School for college-bound dyslex-
ic students, Silver Spring. Ellen has one dyslexic child.Ms. O’Neill replaces founding director
Claire Nissenbaum, 81, who opened the Center in 2000.It is her third, and finally successful, attempt to retire fromthe post. This year, she will receive the Leadership Awardof the Siena School for her work in the field of dyslexiaeducation and training. Center staff train teachers at localschools and out-of-state, including training in Math andStudy Skills. The Center and its Certified AcademicLanguage Therapists enjoy a reputation of excellence in thearea.
New Executive Director at ASDEC
A non-profit 501 (c)(3) corporation established in 1995
Learning Therapy Certificate graduates
In the photo, from left to right: Becky Carmickle, Jeanne Crawford, Michelle Bufkin**, Kate McManemin, NancyRedington*, Kristie Moore, Laura MacDonald, Barbara Storie, Sherry Malphurs, Donna Hores, Kathleen Blair,Suzie Beliak, Margie Torrance, Tami Wojnarowski, Krisztina Shields, Christine Palmquist, Catherine Cobb, TrudiWilcox, Jana Jones**, *Qualified Instructor Graduate, **LTP Course Instructor (QI)
Dyslexia Therapist Training ---
CEU Courses ---
Inservice Presentations ---
Page 14 The IMSLEC Record
The International Multisensory Structured Language Education Council
Providing dyslexia services to our community:
Free Two-year Afterschool Dyslexia TherapyDyslexia Therapist Training Program (Take Flight)Teacher WorkshopsSummer FUNdamentals and Study Skills ClassesPsycho-educational EvaluationsSpeech/Language & Emerging Literacy Evaluations Parent Support Group
Celebrating our 20th
Anniversary
12871 North U.S. Highway 183, Suite 105
512-472-1231
DUBARD ASSOCIATION METHODTM
Accredited at IMSLEC’S Teaching, Instructor of Teaching, Therapy and Instructor of Therapy Levels
14TH ANNUAL DUBARD SYMPOSIUM:DYSLEXIA AND RELATED DISORDERSHattiesburg, Miss., February 4-5, 2010
DUBARD ASSOCIATION METHODTM BASIC COURSEHattiesburg, Miss., June 7-11, 2010
DUBARD ASSOCIATION METHODTM SEMINARHattiesburg, Miss., June 21-25, 2010
DUBARD ASSOCIATION METHODTM PROFESSIONAL PRACTICUM
Hattiesburg, Miss., June 7-July 1, 2010ASHA CEUs available
Also Available: Customized Professional Development at your siteFor additional information
You wouldn’t trust your child’slanguage tutoring to just anyone.
Be sure your child’s tutor is
IMSLEC-accreditedtraining program.
IMSLEC ~ setting the highest standards forMultisensory StructuredLanguage Education.
Spring 2009 Page 15
A non-profit 501 (c)(3) corporation established in 1995
The ALTA Foundation has establisheda scholarship in memory of Aylett Royall Coxrecipient of the prestigious Samuel T. Orton Award pre-sented at the 28th Annual Conference of the OrtonDyslexia Society in 1977. This scholarship will continueto pay tribute to her extraordinary work. The ALTAFoundation is grateful for the opportunity to recognizesomeone of significant importance to our field. Thisscholarship has been made possible due to the generousdonations received by the ALTA Foundation in her mem-ory.
We believe this award will encourage teachers tocontinue the superb work she pioneered. To quote JudithBirsh, “Aylett was a great woman, a brilliant intellect, andvastly dedicated educator. Her influence will endurethrough the work of her successors and through all of thepeople who have been helped because of the superb sys-tem of reading and language intervention she created.”
The ALTA Foundation awarded the first AylettRoyall Cox Memorial Scholarship at the 22nd AnnualALTA Conference in April 2008. The recipients wereDianne M. Sebastian for the teaching level scholarship
from Shelton MSL Training Course-SEE and ReginaStaffa for the therapy level scholarship from Scottish RiteLearning Center of Austin.
The ALTA Foundation is currently acceptingapplications for the Aylett Royall Cox MemorialScholarship for 2009. One of the application require-ments is that the applicant be enrolled and in good stand-ing with an IMSLEC accredited training center in eithera teacher level or therapist level course. The scholarshipwill be awarded at the 23rd Annual ALTA conference inApril 2010. Scholarship applicants must complete a one-page application, submit two letters of recommendation,and write a brief description explaining why they are inthe training course and how the training will be utilized.In addition, the IMSLEC Accredited Training CourseDirector must complete the Verification of Enrollmentform and fax it to: Attention: Karen Vickery, Chairman,Aylett Royall Cox Memorial Scholarship.
Please go to the ALTA website atwww.altaread.org under ALTA Foundation for the docu-ments to apply for this scholarship. Submission deadlineis March 1, 2010.
Aylett Royall Cox Memorial Scholarship
The International Multisensory Structured Language Education Council
