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LDA NEWSBRIEFS SEPTEMBER/OCTOBER 20131

NEWSBRIEFSAN OFFICIAL PUBLICATION OF THE LEARNING DISABILITIES ASSOCIATION OF AMERICA September/October 2013Volume 48, No. 4


Newsbriefs Published five times a year in January, March, May, September, and November by LDA, Learning Disabilities Association of America, ISSN 0739-909X. Subscription: $15.00 per year. Single copies of Newsbriefs may be obtained for $8.00 per copy. Change of address, new subscription orders, advertising, articles, and inquiries should be sent to: LDA, 4156 Library Road, Pittsburgh, PA 15234. Please include mailing label with all change of address notifications. LDA replaces ACLD and ACLD, Inc., and Learning Disabilities Association replaces Association for Children and Adults with Learning Disabilities. Articles, written in non-technical language, should be submitted to Newsbriefs by E-mail to [email protected]. Please insert the word Newsbriefs in the subject line along with the article title. Articles should not be longer than 750 words. All material received for Newsbriefs must contain complete contact information, including phone number. Material published in Newsbriefs may be reproduced without permission provided credit is given to Newsbriefs and LDA, 4156 Library Road, Pittsburgh, PA 15234. It is the policy of LDA to use the phrase children (adults, persons, etc.) with learning disabilities rather than learning disabled children, etc. LDA reserves the right to edit copy to comply with our policy. Newsbriefs advertising is carried as a service to the reader. LDA does not endorse any product, system, or service advertised in its newsletter. The viewpoints expressed by contributors and advertisers are their own. Newsbriefs reserves the right to reject any material or advertising. Shirley Hilts-Adams,

Editor

Table of ContentsSam Kirk Award ........................................................2

President’s Message ..................................................3

Harrison Sylvester Award .........................................4

Center on Education Policy Reports .........................4

Editorial: Government Shutdown is Bad Policy .......5

PARCC Accommodation Manual .............................5

Communication is Key to a Successful School Year 6

Natural Disaster Preparedness ..................................7

Have You Heard about PANDAS? ............................8

Summary of Performance .........................................8

The Beauty of Being LD ...........................................9

Affiliate Support/Membership ................................10

Special Education Quiz ...........................................10

Transitioning to Middle School ..............................11

Join or Renew your Membership ............................12

Healthy Children Project .........................................13

Conference Calendar ...............................................14

Classifieds ...............................................................15

Sam Kirk Educator of the Year AwardEducation Committee

Each year the LDA of America selects an outstanding educa-tor to receive the Sam Kirk Educator of the Year Award. This is an opportunity to give educators a well-deserved

“thank you” and lets them know that they are greatly valued for their contributions to individuals with learning disabilities. The award is designed so that exceptional educators can be honored at the local, state and national levels. We hope that every local and state affiliate will participate! The Procedures for Nominations will be sent out soon from the National Office to state and local affiliates. Local LDA affili-ates or members-at-large may submit a nomination to their state affiliate. All nominations must reach the National Office by No-vember 31.

• The recipient of the Sam Kirk Educator of the Year Award must be “an educator who has made outstanding contribu-tions to the education of persons with learning disabilities.”

• Members of the LDA Board of Directors or PAB and/or persons employed by LDA at the local, state or national lev-els are not eligible for nomination.

The Sam Kirk Educator of the Year Award includes: an award certificate, round-trip super-saver coach airfare to the 2014 LDA International Conference; complimentary registration to the con-ference with up to four days per diem; recognition at a general ses-sion; and two complimentary tickets to the Friday night banquet.

Everyone who remembers his own education remembers teachers, not methods and

techniques. The teacher is the heart of the educational system.

Sidney Hook


Wondering when your LDA

membership expires? The

expiration date appears on the mailing label

of this and every issue of Newsbriefs.

An Update on LDA

LDA concluded its fiscal year on June 30, 2013

with excellent results. Based upon unaudited figures, total revenue exceeded total ex-penses by a substantial amount. The 2013 San Antonio Conference

was very successful financially as well as enlightening. LDA also received revenue from the website advertising contract that was approved at the April, 2013 Board meeting.

Some of our more recent activities in-clude:

• AredesignoftheLDAwebsitesothat it will be more user-friendly, informative, and easier to navigate. The new website is expected to be launched in the fall of 2013.

• Position papers have been pro-duced in response to needs of par-ents, including the paper on right to an evaluation for their children.

• Modellettersweresenttostateaf-filiates on student privacy issues.

• Webinars and videos have beenproduced to provide needed infor-mation and to build awareness of LD and LDA. Thanks to the Learn-ing Disabilities Foundation of America for grants supporting the video and website redesign proj-ects, to the Communications/ Tech-nology Committee and the Mar-keting/Advertising Committee for their work. Thanks also to all LDA committees that participated in up-dating and revising documents.

LDA’s committees have been active.

The Affiliate Support/Membership Com-mittee has been promoting increased ef-fective communication between LDA Na-tional and the affiliates. At the Conference, meetings were held each day with State Presidents on various topics. Two tele-phone conference calls with State Presi-dents transpired so far this year and two ad-ditional calls are planned. Recently, I have had discussions with affiliates concerning state conferences/one day seminars. Con-sideration is being given to ways for the Affiliate Support/Membership Commit-tee to assist States in their efforts to put on such events. LDA has agreed to join with several other organizations in partnering with the Poses Family Foundation on a websiteproject that should prove to be most ben-eficial to parents of children with learning disabilities. LDA, with funding from the John MerckFundforanotheryear,iscontinuingits important efforts on the Healthy Chil-drenProject. The grant from the New Hampshire Charitable Foundation will fund scholar-ships to facilitate teacher attendance at LDA’s 2014 Conference in Anaheim, Cali-fornia, and will fund sessions relating to prevention of learning disabilities and early identification and intervention. The Conference Committee, under the leadershipofChairLindaModenbachandAssistantChairConnieParr, and thePro-gramCommittee, led byCo-ChairsMarkGriffinandBJWiemer,havebeenhardatwork planning the Anaheim Conference, which I believe will be outstanding. The Anaheim Conference will be held February 19-22, 2014. Look for advance registration information in the mail any day now! Finally, many thanks to our National office staff, under the leadership of Ex-ecutiveDirectorMary-ClareReynolds,fortheir dedicated work on behalf of LDA. Mary-Clare has a depth of knowledge onall aspects of LDA’s operations and pro-vides outstanding support to the Board,

Committees, and officers, as we perform our duties. Other staff members do excellent work in their areas: Jayme Vertullo, managing our membership database, social media outlets and bookkeeping; Andrea Tur-kheimer, working directly with our Confer-enceProgramCommitteetohelporganizeour annual meeting; Maureen Swanson,coordinating all efforts with our successful Healthy Children Project; Heather Nick-low managing our finances; and our new-est staff member, administrative assistant Krista Stockhausen, assisting with admin-istrative matters, including working with Jayme to process new memberships and renewals.

Pat LathamLDA President

PRESIDENT'S MESSAGE


This award honors and recognizes an adult with learning disabilities who has shown a strong dedication and

commitment to advancing the issues of adults with learning disabili t ies. I t is the wish of LDA to thank, in Harry Sylvester’s name, an adult with learning disabilities for his/her commitment to those living with learning disabilities. The Harr ison Sylvester Award was

created in 2010 to honor Harry Sylvester, a gentle but strong voice in the field of learning disabilities. Harry discovered in his mid-50s, after struggling for most of life, that he was an adult with learning disabilities. With the knowledge of his learningdisabilities came a need and inspiration to help others; he then dedicated his life to thiswork.Harrywas a President of theLearning Disabilities Association of America and carried LDA’s message of acceptance, understanding and support throughout the country.

Procedure for Nominations The recipient of the Harrison Sylvester Award must be a person with learning disabilities who has shown a significant commitment and dedication to adults with learning disabilities and their issues. Call for nominations were sent to the LDA membership and affiliates in July. Nominations must include a completed nomination form, a brief description of how the learning disabilities have affected his/her life and a one-page description of the work the individual has done. The recipient is selected by the Adult Topics Committee in conjunction with the Support Services Committee. The award will be presented at the Adult Luncheon annually at the national conference. Nominations are to be sent to the LDA office postmarked by December 1, 2013. Questions can be sent to the Learning Disabilities Association of America National Office or to Julia Frost, Adult Topics Committee Chairperson at [email protected]

The Harrison Sylvester Award

LEARNING & the BRAIN® FALL EDUCATIONAL CONFERENCE

Boston, MANovember 15-17, 2013

At The Westin Copley Place Hotel

Don’t miss out on cutting-edge findings in cognitive neuroscience.Register at LearningAndTheBrain.comor call 781.449.4010 ext. 101.The LEARNING & the BRAIN® Conference is presented by Public Information Resources, Inc.

ENGAGING 21ST CENTURY MINDS: USING TECHNOLOGY, NATURE, COGNITION AND COLLABORATION FOR DEEPER LEARNING

Combining Pedagogy, Cognitive Science and Technology for Learner-Centered ClassroomsMarsha C. Lovett, PhD, Carnegie Mellon University

Reconnecting Students with Nature in a Virtual AgeRichard F. Louv, Clemson University

Engaging World-Class Learners Yong Zhao, PhD, University of Oregon

Feat

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Spe

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Center on Education Policy Reports

The Center on Education Policy at The George Washington University re-leased two more reports in its series on state implementation of the Common Core State Standards. The first report released broadly examines states' ef-forts to implement the Common Core, and includes information on the time-lines. The second report looks at which entities are providing Common Core related-professional development ser-vices within the states, the estimated proportion of teachers and principals that have participated in such services, and the challenges that states face in preparing educators to teach a Com-mon Core-aligned curricula. Both re-ports are based on data from a spring 2013 survey of state education agency officials in 40 Common Core-adopting states. These reports, as well as other reports in the series, are posted on the CEP Web site (www.cep-dc.org) and can be downloaded free-of-charge.

Courage is graceunder pressure.


EditorialGovernment Shutdown is Bad PolicyMyrnaMandlawitz,Esq.Director,PublicPolicy

Members of Congress spent themonth of August and the beginning days of September on recess in their home states and districts, hopefully listening to the serious concerns and needs of their constituents. Those conversations were more important than ever, since before the recess some Representatives and a few Senators were leaning toward allowing the government to shut down on October 1, the beginning of federal Fiscal Year 2014 (FY 2014). The focus of that strategy was the Affordable Care Act (ACA), also known as "Obamacare," with the most conservative members of Congress supporting a shutdown if the Appropriations Committees – the committees that determine federal spending – included any funds in the final spending package to implement the health care plan.While individuals may have

strong feelings on either side of the health care debate, the ACA is currently the law of the land and holding the entire government hostage based on a philosophical difference is irresponsible and dangerous. In November 1995 the government was closed for five days. Then again in mid-December until January 6, a period of 21 days, the government shut down again, followedbyablizzardinWashingtonwhichkept government employees out of work even longer. The reason for the shutdown was the demand by the Republican majority inCongress that PresidentClinton acceptits version of a balanced budget, despite his already having made significant concessions during the negotiations. Shutting down the government was bad public policy then and worked to neither party's advantage, and it is bad public policy now. Once again this impasse has been reached because of a vast philosophical divide over the role and size of the

federal government. In the House of Representatives, the 12 appropriations subcommittees that determine funding for all federal agencies and programs have been given spending allocations that would require deep and painful cuts to mostprograms. In the Senate, the allocations are considerably larger and allow for increased investment in key programs and maintaining most others at current funding levels. Until there is some compromise, the impasse will continue. The good news is that shutting down the government is not viewed favorably by most of the voting public. Therefore, Congress hopefully will take their constituents' concerns to heart and pass a Continuing Resolution, a bill that allows government agencies to continue to function until Congress can reach a more sensible agreement on spending levels for the next fiscal year. LDA will keep you informed as this drama unfolds.

PARCC Approves Accommodations ManualMyrnaMandlawitz,Esq.,Director,PublicPolicy

The Govern ing Board of the Partnership for Assessment ofReadiness for College and Careers

(PARCC),oneof twoconsortiadevelopingassessments based on the Common Core State Standards, has given final approval to the first edition of its accessibility and accommodations manual. LDA provided comments on earlier drafts, and some favorable changes have been made. However, LDA and other disability organizations remain concerned about specific accommodations, including read-aloud features. The manual indicates the read-aloud accommodation is "intended for a very small number of students and will result in a valid score only for those students for whom reading comprehension and listening comprehension are integrated and inseparable constructs with respect to college- and career-readiness...." For students characterized as "not severely

limited or prevented from decoding who read somewhat below grade level," the manual states the text-to-speech accommodation may result in an invalid score on the assessment. IEPs teams are instructed to considerwhether the student is limited or unable to access print material even after "varied and repeated attempts to teach the student to do so." In addition, the IEP team is instructedto consider whether the student should "receive ongoing, intensive instruction and/or interventions to learn to read (decode) printed text...in order to ensure that the student continues to address the 'Foundations of Reading' standards" in the English/language arts Common Core State Standards. According to the PARRC manual,if the student receives a read-aloud accommodation, a notation on the student's score that is given to the school and parents will say that "no claims should be inferred regarding the student’s ability to demonstrate foundational print reading skills (decoding and fluency). Ongoing

instruction in the foundational skills should be provided to allow students to continue to attain the important college and career-ready skill of independent reading." LDA remains concerned that the manual as currently written is too restrictive and will prevent certain students with specific learning disabilities from receiving appropriate accommodations, including accommodations they may already be receiving in the classroom. There is also the possibility that scores of students who receive the accommodation will be invalidated. It is expected that thePARCCaccommodations manual will be adjusted after field testing of the assessments. LDA and its partner organizations are continuing discussionswith both PARRCand the Smarter Balanced Assessment Consortium to try to ensure appropriate accommodations are available to all students who need them.


Linda ModenbachLDA Board of Directors

The new school year is well underway bringing with it new teachers, new expectations, and of course

a host of challenges for the student with Learning Disabilities. Communication between all parties involved is the key to a successful year. While the IEP or 504 Plan is to follow the student from year to year, parents need to ensure that the transition has actually occurred. Parents and teachers need to establish a line of communication to address the needs of the students before they become problematic. Teachers need to know that they have the parent’s support. Students flourish when parents and teachers work together with the focus on the student’s success. This article will address critical areas for both parents and teachers.

Parents Parents are their child’s best advocate. Even though the school year is underway, take the time to introduce yourself to your

child’s Special Education Teacher or the person responsible for implementing the IEP or 504 Plan. Attending Open House sessions at school, including the Special Education classrooms is important. Establish that all of the child’s teachers are aware of the IEP or 504 Plan. Ask if copies have been provided to all teachers the student will have for the year. If you’ve missed Open House, introduce your child to the teachers through a brief letter to let them know not only about his needs or weaknesses, but also about his strengths and special talents or interests. It can help teachers plan activities that include the talents or interests. Let the teacher know the best way to reach you (cell phone, email, work phone, or texting.) Provide all of those numbers for the teacher so that they will have the information at their fingertips. Ask the Special Education Teacher if they feel the service delivery and/or accommodations are meeting the needs of the child in their current setting. If there are doubts about the existing document being appropriate, ask for an IEP Review and possibly revise

the IEP. Ask the teacher(s) how they plan to document the use of accommodations and how the student is to access the accommodations. This information is critical especially at times of standardized testing. If a Behavior Intervention Plan (BIP) was developed and was part of the IEP, discuss whether the plan is still appropriate in addressing the identified behavior or behaviors. All school staff members who work with your child should be aware of the BIP and their responsibility in implementing it. Ask to see the student’s scheduled resource room time, and/or related services schedule, if applicable. Parents need to ensure that all services noted on the IEP are scheduled as documented on the service delivery page of the IEP. Finally, let the teacher(s) know that you want to support your child’s education. Encourage your child’s teacher as well as your child. Remember to thank the teacher

CoMMuNICATIoNcontinued on page 7

Communication is Key to a Successful School Year

for working with you, addressing your child’s needs and communicating with you.

Teachers The start of school is always hectic, but taking the time to communicate with the parents of your students with Special Education needs at the very beginning of school is essential for a good year. Let the parents know who you are and especially how to reach you. Tell them the best way and time to reach you at school. Parents need to know that you are fully aware of their child’s special needs. Look at all aspects of the IEP. If the child has transitioned from elementary to middle or high school, check to make sure that the service delivery is appropriate for the new setting. Make sure that the accommodations, related services including assistive technology are in place as stated in the IEP. Communicate with all teachers that the student has. Clarify any aspects of the IEP, especially accommodations that are unclear to the general education teachers. Keep the line of communication open between you and the general education teachers so that

the IEP or 504 Plan is being followed as written. Periodic progress checks with all teachers will help ensure success. If teachers feel that the IEP or 504 Plan is no longer addressing the student’s learning needs, they need to understand that it must be implemented as written until an IEP Review can be completed to address appropriate revisions.

Teachers to Students Students need to be made aware of your classroom procedures and expectations. Posters or signs will assist the students in learning your classroom procedures. Label baskets for turning in completed work, late work or make up assignments. A plan to complete make-up work will need to be addressed as well. For some students on IEPs and 504s this may be addressed in the IEP or 504. Inform students when you are available for extra help. All of this communication could be shared with parents as well when they attend a “Back to School” night. Successful school years rely on effective communication between, parents, teachers and students. Problems can be addressed early when all parties clearly

communicate. Parents are often anxious about each school year, but when teachers take time to establish a foundation of open communication, fewer problems arise, and success can occur.


CoMMuNICATIoNcontinued from page 6

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Natural Disaster Preparations

As we continue to deal with natu-ral disasters that repeatedly occur across our country, the guidance provided by the following two resources can make a significant difference in recovering from such disasters: Family Game Plan at www.redcross.org and in the webinar, How to Prepare for an Emergency: What Every Parent and Adult with LD Needs to Know, located in the Members Section at www.ldaamerica.org.


Pat LillieLDA Immediate Past President and Parent Advocate

When one thinks about pandas, a thought comes to mind of the cute, cuddly, black and white

animals that we might see in a zoo. The pandas that we are referring to, better known as PANDAS, is an acronym for Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections. While PANDAS is not a common condition, in literature it is reported to be associated with children who are diagnosed with Attention Deficit Disorder (ADD), obsessive-compulsive disorder (OCD) and tics. Some children with specific learning disabilities are also diagnosed as having ADD and OCD, called co-morbid conditions. Few parents know about PANDAS other than parents whose children have been affected by the condition. Therefore, it is important to raise awareness of this condition because, if left untreated, it may result in serious long term complications. The cause of PANDAS in a child is the development of antibodies in response to Group A Streptococcus, the same

bacteria that causes strep throat, scarlet fever and rheumatic fever. Strep throat is a common illness during the childhood years, with symptoms of an inflamed and painful throat, usually accompanied by a fever. Diagnosis of strep throat is made through a quick throat swabbing, the results available in minutes, or by a throat culture available the next day. Treatment is with an antibiotic, either oral or by injection. Once treatment is started, relief of symptoms is quick and the strep bacteria are eradicated. However, if the antibiotics did not fully kill off the strep bacteria or if the symptoms of strep throat were not diagnosed, in children with OCD tendencies, the strep bacteria may produce antibodies that affect the brain and create the condition known as PANDAS. PANDAS is found in children between the ages of 3 and 11 - before the onset of puberty. The symptoms develop rapidly and children will experience some but not all of the following symptoms:

• increased anxiety and worries;• increased hyperactivity;• irritability, and problems with mood;• may become very particular about certain movements or activities;

• phobias may develop;• s l eep p rob lems inc lud ing nightmares;• problems with fine motor skills, math or written language; and,• involuntary movements of arms and legs.

If a child has had a recent strep infection and parents notice unusual behavior along with any of these symptoms, it’s important to bring this information to the attention of a pediatrician. PANDAS is diagnosed by an examination of the symptoms and a blood test for strep antibodies. Treatment with antibiotics to kill the strep bacteria will hopefully result in reduction and elimination of the harmful antibodies. Most children fully recover while others may need additional types of therapy. While still a controversial diagnosis to some in the field, PANDAS has been widely researched and given recognition by the National Institute of Mental Health (NIMH). NIMH is currently involved in ongoing research projects on the treatment of PANDAS in cooperation with Johns Hopkins University and the University of Oklahoma.

Have You Heard about PANDAS?

Summary of Performance: A High School Exit ProcedurePublic Policy Committee

If your child will be graduating from high school with a regular diploma or will be “aging out” of special

education, §Sec. 300.305(e)(3) of IDEA requires that a local education agency…shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals. The Summary of Performance (SOP) must be completed during the final year of a student’s high school education. Such a lengthy and thorough document will require time and discussion between the

student, parents, and professionals who provide services to the child. The SOP should contain:• Background Information: This section requests that you attach copies of the most recent formal and informal assessment reports that document the student’s disability or functional limitations and provide information to assist in post-high school planning.• Student’s Postsecondary Goals: These goals should indicate the post-school environment(s) the student intends to transition to upon completion of high school.• Summary of Performance: This section includes three critical areas: Academic, Cognitive and Functional

levels of performance. Next to each specified area, the student’s present level of performance must be completed as well as the accommodations, modifications and assistive technology that were essential in high school to assist the student in achieving progress. • Recommendations to assist the student in meeting postsecondary goals: This section should describe any essential accommodations, assistive technology, supportive services, or general areas of need that students will require to enhance access in a post-high school environment, including higher education, training,

SuMMARYcontinued on page 9


Analisa SmithCo- Chairman, LDA Advocacy Committee

You cannot begin to advocate for your child with a learning disability (LD), until you recognize how you

define him. Advocating effectively begins with recognizing your child for his talents, his gifts, his unique attributes, rather than his deficits. This is my personal story of such and I hope it can help you.

Two years ago, I presented a session at the LDA 49th International Conference entitled The Beauty of Being LD. The presentation itself consists of 8 Beatitudes I wrote outlining what I felt was beautiful about a child with a learning disability. I wanted others to understand that being a parent of a child with a learning disability can be a beautiful journey and a blessing.

It is a blessing each day of my life to be graced with my children. The diagnosis of my younger son does not define who he is. Each morning when he wakes up and each night as he closes his eyes, he is a blessing. He has a name. His name is not his diagnosis. His name is Charles. He is defined by his moral character, his fortitude, his graces, his beauty, the light that comes from within, his wisdom, and his inquisitive nature. He is not named for his disability. He is Charles and he is my son.

His disability is a part of him. And, because he is a beautiful child, his learning disability is a beauty in itself. It makes him a better person. It gives him tenacity. He is a fighter. He perseveres. He works harder than most children I know. There is beauty in his being LD.

On a lighter note, I needed a projector to show my PowerPoint presentation. A dear friend, Joan Teach, had agreed to loan and help to set up her projector for the presentation. Joan refers to her projector and laptop, which she has strapped to a roll dolly for easier transport, as the 'dog and pony show.'

Charles was my assistant for the presentation, standing at the entrance to the room and giving participants their handouts for the session. The session started without a hitch and was well underway. Joan snuck out the side. Charlie stopped her on the way out. I am halfway into my presentation when quietly from the back of the room the whispering starts, "Mom...Mama...Mom...!" Then, still whispering, but louder, my child continues to call my name.

He is then walking up to me, still whispering my name in a loud but hushed tone. I asked everyone to please forgive me for one second, as I focus my attention on my son. He tells me, "Ms. Joan left the room to go to a mental meeting and you

have to watch her dog and pony until she gets back." He whispers to me that there is not a dog and pony in the room. His literal interpretation came shining through. What tickled me so much was he knows what Joan calls the 'dog and pony show.' He has called it that himself. He has pulled this ensemble in previous cities and conferences before. The bigger point was that this moment was a shining example of a learning disability in action. But, more important at the moment was the child.

So, my question to you is do you allow the disability to define your child or is your child defined by the person he was created to be? Don't limit your son or daughter by the label that is given him or her.

My son is my son - each morning and night. He is defined by moments of sincerity, inquisitive learning and thought, humor and laughter, his heart and feelings…by the moments that make his life. He has Asperger’s and learning disabilities, but he is never defined by them. He is made more beautiful because of them.

I have a child named Charlie. He has disabilities. He is not limited by his labels, he excels because of them. They help to make him a more beautiful and refined individual. My child is beautiful, because there is beauty in his LD.

The Beauty of Being LD

employment, independent living and/or community participation. • S t u d e n t I n p u t : I t i s h i g h l y recommended that this section be completed and that the student provide information related to this Summary of Performance. The student’s contribution can help (a) secondary professionals complete the summary, (b) the student to better understand the impact of his/her disability on academic and functional performance in the postsecondary setting, (c) postsecondary personnel to more clearly understand the student’s strengths and the impact of the disability on this student. This section may be filled out independently by the student or completed

with the student through an interview. A template for the SOP can be downloaded from the LDA website, www.ldaamerica.org. It was developed by the National Transition Documentation Summit © 2005 including representation from a number of organizations in the field of special education and disabilities. It was based on the initial work of Stan Shaw, Carol Kochhar-Bryant, Margo Izzo, Ken Benedict, and David Parker. It reflects the contributions and suggestions of numerous stakeholders in professional organizations, school districts and universities particularly the Connecticut Interagency Transition Task Force. It is available to be freely copied or adapted for educational purposes.

SuMMARYcontinued from page 8


MEMBERSHIP CoMMITTEE

Ernie Florence, Chairman

October is upon us and once again we have the opportunity to shine the spotlight on learning

disabilities. It is important during Learning Disabilities (LD) Month to focus less on the disabilities aspect and focus more on the incredible abilities so many of these individuals possess as well as emphasize the phenomenal achievements and important strides so many of these individuals have made. Membership in LDA is a way in which to support and nurture individuals with learning disabilities throughout not only the United States but the world. LDA does make a difference in the lives of those it touches. Two young boys named Michael and Jeremy come to mind. Both have encountered many struggles in school and home but given the appropriate modifications and instruction, they are making great progress. One is presently enrolled in a local junior college and the other is entering fourth grade. Success has come their way through the intervention of their dedicated grandmothers. Both

grandmothers have been members of LDA since the 1980’s and credit membership in this organization for their training, guidance, love, and support through the years. Membership in LDA has been invaluable to them not only to meet their needs but also to support other individuals who are following the same path as they have been on for the past thirty years. Kyle and Kevin are two other young men who also struggled in elementary school. Both boys struggled with learning and behavioral issues and found school to be a frightening and difficult experience. Now they are entering prestigious universities with the world ahead of them. A teacher that both Kyle and Kevin had in the past shared comments he recently received from each of them. One wrote, “Thank you for always believing in me and telling me I could achieve anything.” The other wrote, “I cannot express how thankful I am that I ended up in your class. I honestly don’t think I’d be the person I am today without that support you gave me and continue to give me today. I never thought I’d be doing what I’m doing today but I feel like you knew I’d do something like this because you never

gave up and kept pushing me. I wish there were more teachers like you so other kids can get the same support that I got. Thank you so much!” Their teacher has been a member of LDA since 1990 and credits membership in LDA for helping him gain an understanding and empathy for the child, the parent, and their struggles. He also indicated that he gained immeasurable knowledge about cutting edge methods and strategies from LDA conferences and information sent out by LDA. Membership in LDA made a huge difference for both the teacher and these two boys. There are many individuals with learning disabilities out there who don’t have a dedicated grandmother or supportive teacher to nurture and guide them along. This is exactly why membership in LDA is so important! It is there to provide knowledge and support to parents, teachers, grandparents, doctors, individuals with learning disabilities, or anyone else who is in need. During this special month, reach out to all of these people and offer them the unique opportunity of membership in LDA. Make a difference today during LD Month!

Affiliate Support/Membership Committee

Public Policy Committee

As we continue the celebration and acknowledgment of our 50th Anniversary, we’re providing our

readers with a history challenge. Some of these items may be familiar to you, others not. Rather than waiting for the next issue of Newsbriefs, the answers are provided on the bottom of page 11.

1. What is the title of the legislation passed by Congress in 1969 that mandated

that the educational needs of children with LD be addressed?

2. Who is generally acknowledged to be “the Father of Learning Disabilities”?

3. The first comprehensive federal law mandating states to develop and imple-ment policies that assure a free appropriate public education (FAPE) to all children with disabilities was P.L.______________, passed by Congress in ______.

4. What section of the Rehabilitation Act of 1973 requires a school district to pro-vide a “free appropriate public education” (FAPE) to each qualified student with a disability regardless of the nature or sever-ity of the disability.

5. “Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts

Learning Disabilities and Special Education Quiz

QuIZcontinued on page 11


Answers:1. Children with Learning Disabilities Act of 1969 2. Dr. Samuel A. Kirk 3. Public Law 94-142, 19754. Section 504 5. c. 6. The storing process of written words and processing the letters in those words. 7. 41% 8. d. 9. 51% 10. Yes, you can request an evaluation at any time. No, you do not have to wait for the completion of the RtI cycle.Evie LindbergLDA Education Committee

Although I have three children, I had more input into my son Stevie’s middle school experience than the

others. The transition to middle school actually began at the end of fifth grade when the teacher matched each student up with a middle school partner for a day. This helped each fifth grader learn how to change from class to class; how to go to the cafeteria, gym, and library; and how to work the lock on their locker. It’s important that parents or teachers keep a copy of locker codes since some students tend to forget their locker combination. Another thing I did, with Stevie, was to visit the schoolagainwithhim.Wewalked throughhiswhole schedule.Wewent into all theclassrooms to which he was assigned, until he was sure where he was going, and established where I would pick him up at the end of the day.

In addition to the tours, I spent time listening to the different ideas that my son expressed interest in. One of the ideas he shared with my husband and me was that he wanted to have a donut shop. So one Saturday morning when Stevie and I went to the donut shop, I happened to mention to the owner that my son was interested in learning what it takes to run a donut shop. His answer surprised me. He looked at Stevie and said he could comeat3:30A.M.onWednesdaymorningand he would have him help do all the

different jobs and he would be finished in time for school. Steven couldn’t wait forWednesday to come rolling around.The shop owner was true to his word and he showed Steven how to make the dough, which one to let rise, how to fill jelly doughnuts, how to put glaze toppings on versus the ones with frosting. After Steven stocked the shelves and sold the first several orders, it was off to school for us, but not without two big boxes of doughnuts for his class. That experience taught him several lessons. He learned that he really did love to cook but he realized that a chef has long hours and you have to work holidays. In addition he learned that he was very good with customers and did well at sales. Although his apprenticeship was somewhat unconventional and short, it led to other conversations and opened doors to explore other opportunities such as working in catering or as a short order cook.

Although I tried to think of everything that would ensure a stress free beginning, something else happened that I wasn’t expecting. Stevie was very close to his older brother and when Stevie moved to middle school his brother moved to the high school, leaving him very insecure. Stevie also has anAuditory ProcessingDisorderwhich his close friend understood and helped him with when he didn’t understand. What Iwasn’t expectingwas to get a callfrom the school that Stevie was in the counselor’s office crying uncontrollably.

When I arrived at schoolmy soncouldn’t tell me why he was crying except

for the fact that every teacher had different rules and he was afraid he was going to get into trouble. At first I accepted this idea but when both the counselor and I reassured him that the teacher would give each student time to learn the rules, we thought we had alleviated the problem. However, we were wrong.

The next day we went through the whole situation again. This time I asked him if he had ANY of his old classmates in the pod he was in and he said, “No!” I then suggested to the counselor that perhaps if he was put in a pod where he had at least one of his friends, it would help him adjust. I was told that if the school made that kind of change for a student they would haveeveryparent intheirofficerequestingspecial arrangements. I explained that he has anAuditory ProcessingDisorder andperhaps it would make him feel better if he had one friend that understood his problem and with whom he could talk if he felt he missed something. Although the administration was unwilling to make this change, after four straight days of Stevie “losing it,” the pod change was made. He was assigned to a pod where he had a friend and the problem was solved.

I learned that transitioning into middle school provides opportunities for parents to help your child follow their dreams. Visiting the school, and knowing your child’s strengths and needs well enough to know what he or she may need to be successful is critical to a smooth Transition.

Transitioning to Middle School

and coordination” best describes:a. dyslexia b. dysphasia c. non-verbal learning disabilities

6. What is orthography. (Clue: it’s related to reading.)

7. What is the percentage of students

receiving special education services under IDEA who have been diagnosed with specific learning disabilities?

8. Which facts on childhood lead exposure are supported by research? a. lowers IQ b. impairs learning and memory c. is associated with ADHD d. a - c

9. What percentage of elementary stu-

dents with disabilities received read-aloud accommodations in classroom settings, according to the Preliminary Report on the Special Education Elementary Longitudi-nal Study?

10. If my child is receiving Response to Intervention (RtI) services, can I request testing for possible special education services or do I have to wait till RtI is finished?

QuIZcontinued from page 10

LDA NEWSBRIEFS 12 SEPTEMBER/OCTOBER 2013

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

Join LDA in creating those opportunities!• LDA is the voice for people with learning disabilities

of all ages and their families.• 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 LDA Offers:• At the national, state and local levels, LDA provides

cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources.

• LDA provides support to people with learning disabilities, their families, teachers and other professionals.

Benefits of Membership:• Support through local and state groups and

workshops • Advocacy through assistance,

training and information • Information via a toll-free call-in

line, 888-300-6710• Resources on LDA website for

parents, teachers, professionals, adults, and those new to learning disabilities

• News briefings of the week’s top stories on learning disabilities and related topics via THE LD SOURCE,a free, opt-in e-mail resource

• News from Washington - monthly reports on legislative issues via News-in-Brief

• Newsbriefs - LDA’s comprehensive national newsletter published five times a year; archived copies are available on the web site back to 2003

• Comprehensive Web site featuring exclusive Members area with access to leading experts and online training

• Discounts on registration for state and national LDA conferences and workshops

• Discount subscription to Learning Disabilities: A Multidisciplinary Journal, a peer-reviewed journalpublished three times a year

• Access to Professional Liability, General Liability and Abuse and Molestation defense coverage,through EducatorProtectwww.educatorprotect.com, at a reduced rate, for members in private practice.

Membership:As an advocacy organization, membership is what keeps LDA thriving and allows our voices and those of the children and families whom we serve to be heard. The support we receive through membership in LDA enables us to:

• Unite individuals, families and professionals who have a shared commitment to individuals with learning disabilities.

• Raise awareness about learning disabilities among policymakers and the public at large.

• Advocate to preserve, enhance and expand access to services for children and adults with learning disabilities.

• Represent the needs and interests of children and adults with learning disabilities to regulatory and policy-making entities.

• Create and distribute policy and position statements and public testimony on various aspects of policies that impact the lives of children and adults with learning disabilities.

• Develop Action Alerts on crucial National legislation.

• Collaborate with professional and advocacy organizations on public policy on a national

Join or Renew your membership with LDA!


HEALTHY CHILDREN PRoJECT

Maureen SwansonHealthy Children Project Director

This summer and fall, LDA is engaged with U.S. Senate offices to ensure that our concerns with toxic chemicals and brain development are part of the debate over the recently introduced Chemical Safety Improvement Act. LDA, along with our health partner organizations in the Safer Chemicals Healthy Families coalition, is providing the latest scientific information on children’s vulnerability to harm from toxic chemical exposures. The following is LDA’s summary of the neurodevelopmental perspective on why chemical safety laws need to require that chemicals are assessed and found safe for the developing fetus and children. Children are uniquely vulnerable to harm from toxic chemicals because of their biology, metabolism and behaviors. Beginning in the womb, children are more highly exposed to toxic chemicals. These exposures, even at very low levels, can do lasting harm, resulting in learning, behavioral or developmental disabilities.

Children’s Exposures to Toxic Chemicals Low-Level Exposures Harmful: Some toxic chemicals can harm the developing brain at extremely low levels – in some cases the lowest levels detectable. These levels are far below those that can harm adults, and are linked to lost intelligence, shortened attention and disrupted behavior. Prenatal Exposures: A 2011 analysis of the U.S. CDC’s biomonitoring data found that at least 90 percent of pregnant women have detectable levels of 163 industrial chemicals in their bodies, including known neurotoxic substances such as bisphenol A, brominated flame retardants, perfluorinated compounds, PCBs, lead and mercury. Many of these same chemicals are found in American newborns, as detected in analyses of cord

blood. Children’s Exposures: Per pound of body weight, children breathe more air, eat more foods and drink more fluids than adults. They spend more time on the ground where dust and chemicals accumulate, and put hands and objects in their mouths. The US CDC’s biomonitoring data consistently show that young children have higher levels of certain chemicals in their bodies than adults.

The Brain during Fetal Development and Early Childhood Critical Windows of Development: New research in the neurosciences is identifying “critical windows of vulnerability” during fetal development and early childhood. During these windows of development, toxic chemical exposures can cause lasting harm to the brain and nervous system. These windows exist only in early brain development; they have no counterpart in adult life. C e l l u l a r E v e n t s i n Neurodevelopment: Cell divis ion, migrat ion, different iat ion, synapse fo rma t ion , synapse p run ing , and apoptosis (cell death) occur during brain development. These processes are influenced by interactions among inherited genes and the environment. Each of these kinds of events is subject to disruption by environmental agents, including toxic chemicals. Some chemicals can disrupt more than one process. Interference at any stage of this process may alter subsequent stages and result in permanent impairments. Thyroid and Brain Development: A healthy thyroid and normal thyroid hormone levels in pregnant women and later in children are essential for healthy brain development. Even “subclinical hypothyroidism” – insufficient levels of thyroid hormones in the absence of apparent symptoms – in pregnant women can result in children with lower IQs, attention deficits, motor impairments and

trouble with auditory and visual processing. Chemicals that disrupt endocrine system function are called endocrine disruptors. Among them are chemicals that can disrupt normal thyroid function in a variety of ways. These chemicals also can interfere with some of the cellular events of brain development, including cell differentiation, migration and growth of neurons.

Chemicals Harmful to Neurodevelopment Te n Wo r s t C h e m i c a l s f o r Brain Development: In spring 2012, scientists from the National Institute of Environmental Health Sciences and Mount Sinai School of Medicine named the top 10 chemicals and categories of chemicals widely distributed in the environment and already suspected of harming brain development.iii• Lead: heavy metal banned from gasoline in late 1970s, found in old paint, pipes, sinkers,toys, jewelry, items made of vinyl plastic. • Methylmercury: released into air from coal-burning power plants, found in some medicalequipment, switches, personal care products, fluorescent bulbs.• PolychlorinatedBiphenyls (PCBs):used in electrical transformers, banned in late 1970s,still widely found in lakes, rivers, soil, fish and people.• Organophosphate pesticides: pesticides containing phosphorous that disrupt the nervoussystem; used to kill insects on crops and lawns, and in buildings.• Organochlorinepesticides:pesticides containing chlorine that disrupt the nervous system;used to kill insects on crops, lawns and in buildings. Many but not all are banned in

Children’s Vulnerability to Toxic Chemicals

HEALTHY CHILDREN PRoJECTcontinued on page 15


LDA of VirginiaSeptember 27, 2013The A's Have It: Assessment and Assistive Technology Dumbarton Public Library in Henrico County (Richmond), VAContact: [email protected] [email protected] Web: www.ldavirginia.org

LDA of IllinoisOctober 5, 2013 - Provena Mercy CenterTeaching Self-Advocacy to Students with DisabilitiesContact: [email protected] Website: www.ldail.com/Tel: 708.430.7532

LDA of New JerseyOctober 6, 2013 Rutgers University, Busch Campus CenterNavigate the Maze From Pre-K to College and Career for Parents, Individuals with LD, and ProfessionalsPhone : (732) 645-2738Email : [email protected]

NADD Annual Conference and Exhibit ShowOctober 23-25, 2013Hyatt Regency Baltimore on the Inner Harbor, Baltimore, MDNADD Headquarters (845) 331-4336 [email protected]

LDA of IllinoisOctober 26, 2013 - St. Xavier UniversityStress and Anxiety in Students with Learning Disabilities Contact: [email protected] Website: www.ldail.com/Tel: 708.430.7532

LDA of oklahomaNovember 1, 2013Focus on BullyingOU Tulsa, Schusterman Learning Center For more information call 918-298-1600

LDA of IllinoisNovember 16, 2013-- St. Xavier UniversityFostering Executive Functioning in Students with Learning DisabilitiesContact: [email protected] Website: www.ldail.com/Tel: 708.430.7532

LDA of PennsylvaniaNovember 16, 2013 – Holiday Inn Harrisburg – EastNavigating the Special Education Maze in a Time of Shrinking Resources: Obtaining Appropriate Services for Kids with LD, AD/HD and Emotional/Behavioral IssuesMatthew Cohen, Esquire, Presenter - Chicago, ILWebsite: http://www.ldapa.org/wkspandconf.htmlTel: 888.775.3272 (Toll Free in PA)717.939.3731

LDA 51st Annual ConferenceFebruary 19-22, 2014Disneyland HotelAnaheim, [email protected]

CoNFERENCECALENDAR

CoNFERENCECALENDAR

CoNFERENCECALENDAR


It is the policy of LDA to use the phrase children (adults, persons, etc.) with learning disabilities rather than learning disabled children, etc. LDA reserves the right to edit copy other than copyrighted material to comply with this policy. Classified ads will be changed at no additional cost.

Rates for classified ads are as follows: $25.00 for 12 words or less and $1.00 for each additional word. Orders should be sent to LDA, 4156 Library Road, Pittsburgh, PA 15234. Payment must accompany the advertisement. Ads will be run in the issue following their receipt.

LIMIT 40 WORDS Closing dates for each issue are:January/February: December 15March/April: February 15May/June: April 15September/October: August 15November/December: October 15

The Pegasus School of Huntington Beach, California, founded in 1984, serves 565 bright and gifted students pre-k through grade eight. Pegasus seeks a Head who is comfortable with a school that is innovative and creative as well as rigorously academic. The next Head will enjoy working with the faculty to sustain a safe and welcoming environment for bright and gifted students. The school’s website is www.thepegasusschool.org. An initial position paper is available at www.RG175.com. Candidates should email a letter of interest, a resume, a statement of educational philosophy and a list of references to: Roger J. Bass, Search Consultant Resource Group 175 [email protected]

CLASS IF IEDSthe U.S.• Automotiveexhaust• EndocrineDisruptors:chemicals that disrupt the hormonal system. These include phthalates,bisphenol A, PCBs, brominated flame retardants, and perfluorinated compounds. • Polycyclicaromatichydrocarbons: air pollutants from fuel combustion in vehicles,coal-fired power plants, heating, and cooking; also found in coal tar sealants and tobacco smoke.• PolybrominatedDiphenylEthers (PBDEs): flame retardant chemicals added to furniture,electronics, building materials, bedding and a wide range of other products.• Perfluorinatedcompounds:used in non-stick cookware and stain-resistant products. Six of these chemicals/chemical categories fall under the Toxic Substances Control Act: lead, methylmercury, PCBs, endocrine disruptors (other than pesticides), PBDEs and perfluorinated compounds. Majority of Chemicals untested for Neurodevelopmental Toxicity: While mounting scientific evidence shows that a number of chemicals are toxic to the developing human brain, the vast majority of chemicals remain untested for neurodevelopmental effects. Of the roughly 80,000 industrial chemicals on the market, about 1000 are known to be neurotoxic in laboratory studies, and 200 are known to be neurotoxic to adults. _____________________________________________________________Woodruff T, et al. Environmental chemicals in pregnant women in the United States. Environmental Health Perspectives. 2011 June; 119(6):878-885. Rice, D and Barone, S Jr. Critical periods of vulnerability for the developing nervous system: evidence from humans and animal models. Environmental Health Perspectives. 2000 June;108 Suppl 3:511-33.iii Landrigan P, Lambertini, L., Birnbaum, L. A research strategy to discover the environmental causes of autism and neurodevelopmental disabilities. Environmental Health Perspectives. 2012 July;120 (7):a258-a260. This document is informed throughout by the work of Ted Schettler, M.D., Science Director, Science and Environmental Health Network; and Philip J. Landrigan, M.D., Dean of Global Health, Professor of Pediatrics, Mount Sinai School of Medicine.

HEALTHY CHILDREN PRoJECTcontinued from page 13

LDALearning Disabilities Association

4156 Library RoadPittsburgh, PA 15234

(412)341-1515

Email: [email protected]: www.ldaamerica.org

LDA’s Mission: To create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future generations.

Non-Profit OrganizationU.S. Postage

PAIDPermit No. 1260Pittsburgh, PA


2014 LDA International Conference_____________________Anaheim, CA

February 19-22

We’re going green!

LDA will be replacing its printed national newsletter with

an electronic one. Beginning January 2014, current mem-

bers with an active email address will receive the current

edition in their inbox. All newsletters still will be archived

in our “Members Only” section on the LDA website as well.

Please update your email address and stay informed.

Contact us TODAY and continue to receive

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Stay informed! Be Involved 3 ways to contact us:

Visit our website and log into your LDA profile

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ACT TODAY! DON’T DELAY!

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