helping children with learning differences become ... frostig study also emphasized that these six...
TRANSCRIPT
Inside This Issue Message from the Branch President 3 Institutional Member Spotlight: Woodlynde School 5 Member News 11 IDA Recognizes Saint Joseph’s University 12
19 Book Review
Fall 2012
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Helping Children with Learning Differences Become Successful Adults: Study Identifies Six Key Factors
By Nancy West, Certified Coach, Nancy West Coaching
For children with dyslexia and other learning differences, the road to success in life involves more than improving reading and math skills. Cultivating non-academic skills that will help children grow and develop into successful adults is just as important.
In a 20-year longitudinal research study conducted by the Frostig Center in Pasadena, Calif., pioneers in the diagnosis and treatment of learning differences set out to learn why some individuals with learning disabilities become productive members of society who live satisfying and rewarding lives, while others are barely able to keep their heads above water emotionally, socially or financially.
The study traced the lives of individuals with learning disabilities over 20 years from childhood into adulthood to identify factors that lead to successful life outcomes. The study participants had attended the Frostig Center School; at the time of the follow-up study, they were 28 to 35 years old.
During the course of the study, six key success factors, or attributes, for individuals with learning differences emerged: Self-Awareness Proactivity Perseverance Goal Setting Presence and Use of Effective Support Systems Emotional Coping Strategies
The researchers noted that although these attributes don’t guarantee success, developing them does increase the chances that a child with learning disabilities will achieve a fulfilling and successful adult life. The Frostig study also emphasized that these six attributes may have a greater influence on success than academic achievement, socio-economic status, gender, ethnicity or IQ.
Following are some of the Frostig findings about successful adults with learning disabilities.
Self-Awareness. Individuals with self-awareness understand and accept their specific learning differences and how they may affect various aspects of their lives. They are also aware of coping strategies that help them successfully compensate for their learning disabilities. In addition, they have the ability to compartmentalize their learning difficulties – to see them as only one aspect of themselves -- and to recognize that they have talents along with limitations. Self-awareness also enables them to find jobs that match their abilities.
Proactivity. For the individual with learning disabilities, learning to practice self-advocacy and assertiveness is (Continued on page 21)
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Letter from the President
Dear Readers,
In Pennsylvania and Delaware, the State Departments of Education that manage our public education system have failed so many of our dyslexic children in their quest to learn to read. Pennsylvania and Delaware are among the decreasing number of states without legislation regarding dyslexia, the education of dyslexic students, and the training of teachers in evidence-based methods to teach reading in the most effective ways.
Awareness of the need for this kind of legislation is not new, but with many states now enacting rulings pertaining to dyslexia, there is a ground swell of interest and renewed effort to bring about changes which will benefit all children, especially those who struggle to learn to read. As of March 31, 2012, at least 12 states had passed statewide dyslexia laws: California, Colorado, Hawaii, Kentucky, Louisiana, Mississippi, New Jersey, New Mexico, Ohio, Texas, Washington and Wyoming. Several more states have dyslexia laws making their way through the legislature: Arkansas, Kansas, Rhode Island, Virginia, Wisconsin and West Virginia.
In our neighboring state, Ohio, legislation was passed late in 2011 which “establishes dyslexia as a qualification for special education services”. The legislation sets up a pilot project to demonstrate and evaluate the effectiveness of an early reading intervention program for children with dyslexia. Early screening procedures will be developed for pre-school aged children, which is a first step toward having all pre-school children screened for reading problems before they go to school and begin to experience difficulties and frustration. A second law promotes professional development for teachers in Ohio which will provide them with exposure to the research-based practices that are effective in helping all children learn to read, especially those who struggle with the teaching methods currently used in many schools.
This kind of action is not easy. Many people from diverse constituencies must be involved and must be passionate about making change happen. It takes action and commitment from all of us. As we know, legislators respond to public pressure, so the commotion we make needs to be strong and persistent. There will be rallies in support of dyslexic legislation; there will be letter writing campaigns; there will be public hearings; there will be petitions; there will be organizations and groups who spearhead such efforts; there will be trips to Harrisburg and Dover; there will be meetings with key individuals who can help lead the way. Parents, professionals, advocates, dyslexics--both children and adults-- will need to be heard.
PBIDA is committed to becoming a strong voice, a leader in the move to implement legislation in the states of Pennsylvania and Delaware that will benefit not only dyslexics, but all children who are learning to read. When the call comes out for support, we hope we can count on yours. Please contact us if you want to be involved.
Julia Sadtler
President, Pennsylvania Branch of the International Dyslexia Association
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Letter from the Editors
Marlyn Vogel Co-Editor
Nanie Flaherty Co-Editor
IDA Disclaimer
The International Dyslexia Association sup-ports efforts to provide individuals with dys-lexia appropriate instruction and to identify these individuals at an early age. The Associ-ation and the Pennsylvania Branch, however, do not endorse any specific program, speaker, product, or instructional material, noting that there are a number of such which present the critical components of instruction as defined by IDA.
Advertising in Focus Focus is published three times a year by the Pennsylvania Branch of the International Dyslex-ia Association. We welcome submissions of arti-cles, Calendar of Events, The Heroes of Dyslex-ia, and advertising. Please submit to Tracy Bowes at [email protected] or (610)527-1548.
Advertising Rates: Full Page $150 Half Page $110 Quarter Page $70 Back Cover - Full Color $300
Please send payment to: PBIDA, 1062 Lancaster Avenue, Suite 15A Rosemont, PA 19010
As we looked through the articles in the current Focus issue, we realized that the articles reflected three themes in the education and support of individuals with dyslexia and other learning disabilities.
First, there is movement nationwide at the legislative level to improve the education of students with dyslexia. Julia Sadtler writes in her President’s letter about the new legislation in many states which addresses dyslexia. Three significant actions are represented in most of the new laws. First, teacher education must include instruction in scientifically based reading instruction practices. Second, schools must identify students with dyslexia and other learning disabilities very early in their education. Third, identified students must receive scientifically based reading instruction taught by teachers with certification and education in such instruction. In line with this movement, the International Dyslexia Association (IDA) has just completed a pilot program in which nine universities were rigorously assessed against the IDA’s Knowledge and Practice Standards for Teachers of Reading. The IDA Standards provide the most thorough, research-supported documentation of what every teacher ought to know and be able to demonstrate, whether they are teaching dyslexic students, other struggling readers or the general student population. One of our own members, St. Joseph’s University here in Philadelphia, met those Standards! Read Cathy Spinelli’s article about this excellent education program.
Second, three of the articles illustrate the essential role of technology in both instruction and accessibility for those with dyslexia. Jeff Petzak describes the extensive use of iPads at The Quaker School, while Tom Jennings, in his regular column, Resource Center, analyzes several new technologies demonstrated recently by students at Delaware Valley Friends School. A recent federal advisory commission addressed the role of technology for post-secondary students; the commission’s work and its specific recommendations are described by Linda Tessler, a commission member and an active PBIDA supporter in the Member News!!! column.
Third, two articles address the critical emotional factors associated with education. A new book by Janet Edgette, The Last Boys Picked: Helping Boys Who Don’t Play Sports Survive Bullies and Boyhood, is reviewed by Marisa Crandall. Dr. Crandall writes that the book is a “should read” for anyone working in schools with children. Nancy West describes a fascinating longitudinal study which documented the importance of six personality attributes which predict successful life outcomes of individuals with learning disabilities. Many of you who work with these students will not be surprised by the results. The power of the findings indicates that just as these students receive effective academic instruction, they should also be supported in development of these personality factors.
Finally, we are excited to profile the Woodlynde School in the ongoing series on PBIDA Institutional Members. An Overview of this school is followed by articles focusing on Woodlynde’s College Guidance Experience and on the school’s Literacy Institute for teachers, students, parents and professionals. You can see Woodlynde in action when it hosts the PBIDA Fall Conference, The Many Dimensions of Literacy, on October 5. Come hear the IDA President, Eric Tridas, speak on The Developmental Web: A Neurodevelopmental Approach to the Diagnosis and Management of Learning Disorders. Thank you Woodlynde for hosting this exciting conference!
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"I feel like I'm a smart kid when I'm here." This quote, from a Woodlynde School first-grader, captures the feeling of many Woodlynde students when they realize that with the right instructional methods and the right teachers, they can learn and succeed in school. As the region's leading educational resource for intelligent, talented students in grades K-12 who learn differently and best in a small nurturing environment, Woodlynde School takes its mission and the education of its students very seriously, and we strive every day to help our students feel like "smart kids."
The students we accept for admission into Woodlynde School have found that the uniform instructional methods and large classes so common in other schools do not provide them with what they need to be successful. Woodlynde students benefit from small classes with a very low teacher-to-student ratio; differentiated instruction; multi-sensory, evidence-based learning programs; mastery of metacognition techniques (learning how one learns); and access to innovative assistive technology. Woodlynde students benefit from the breadth and depth of our comprehensive K-12 educational program. Within each grade, expert, caring and engaging teachers, learning specialists and counselors collaborate and shape each child's educational path to match his or her learning profile, and each year of student instruction and learning support builds upon the foundation and accomplishments of the last.
At the same time, Woodlynde School exemplifies the best aspects of a traditional independent school. In addition to the benefit of a challenging, college preparatory curriculum, Woodlynde students participate in honors and AP classes and enjoy a full range of extracurricular activities including: competitive sports; comprehensive art, music and drama programs; and exciting social events to help students feel connected and engaged in their school experience.
When you visit our campus, you will see our mission of creating a learning environment marked by both challenge and support fully realized. You will see students completely immersed in their own learning with teachers who know them well and genuinely care for them as people and for their success as learners. Our strong commitment to prepare the whole child - intellectually, emotionally, and socially - to achieve his or her full potential enables our students to become confident self-advocates, and graduate with the tools and strategies needed to thrive and be happy in the classroom, college, career, and life.
INSTITUTIONAL HIGHLIGHTS
Foundations at Woodlynde School
New for the 2012-2013 school year, Foundations at Woodlynde School provides stu-dents in Kindergarten through Second Grade with a full-day program at reduced tui-tion so families are able to provide their children with a strong, evidence-based foun-dation in reading and mathematics during the most critical years of a child's education-al life. Students thrive in very small classes which maximize the interaction between teacher and student. Using the WILSON Fundations© program, a balanced language arts curriculum, manipulative-based math instruction, and a wide array of developmen-tally appropriate "specials," students in Foundations gain the necessary educational building blocks upon which to build in subsequent grades.
WILSON Reading© Partnership
In 2011, Woodlynde School became one of only eight schools in the country certified as a WILSON Training© Partner School. Every Lower School student and students in Middle and Upper School who need instruction using the WILSON Reading System© or the WILSON Just Words© program receive it as part of their daily literacy instruction. In addition, Woodlynde has become a regional training ground and resource for instructing families, educators, and specialists about WILSON Reading© programs and techniques.
College Success and Partnerships
Woodlynde School fully prepares students not only for the college admissions process but also for the rigors of college life. 100% of Woodlynde students who apply to college are accepted, and over 85% of those students complete their college degree (compared to a national average that is now under 50%). Two new programs at Woodlynde School enable students to experience college before graduation, with both programs included in Woodlynde School's base
(Continued on page 6)
Woodlynde School
The ninth ar cle in a series that spotlights a PBIDA Ins tu onal Member in each issue.
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tuition price. The Cabrini College Partnership provides qualifying Woodlynde seniors with the opportunity to take two freshman classes on the Cabrini College campus, acclimate to college academics, and earn college credits; this past year, Woodlynde students participating in the Cabrini College Partnership achieved a 3.35 grade point average. A new part-nership with Delaware County Community College enables qualifying Woodlynde seniors to attend college classes at Woodlynde School taught by a visiting DCCC professor and receive college credits. With the Cabrini College and Dela-ware County Community College Partnerships, it is expected that over 60% of Woodlynde's class of 2013 will graduate with college credits to transfer to their chosen college or university. In addition to these real-life college experiences, Woodlynde's College Assistance Program (CAP) provides faculty mentors who will follow Woodlynde graduates through their first year of college to provide transitional support and guidance.
Innovative Assistive Technology
Woodlynde students benefit from a one-to-one laptop program in Grades 5-12, an iPad initiative, SMART boards in eve-ry classroom, and a faculty committed to finding innovative ways to teach students effectively. Students have access to text-to-speech programs, speech-to-text programs, audio books, math computation programs, graphing calculators, and a wide variety of other assistive technology solutions to help students maximize their strengths and compensate for their learning differences. In addition, several Woodlynde teachers have been invited speakers at national education confer-ences to present their cutting-edge work with assistive technology.
Student Life
The new LEAD (Leadership, Experience, Adventure, Discovery) Student Life Program has been developed by Woodlynde experts to help students continually discover more about themselves and the world, to develop and deepen their peer-to-peer relationships and friendships, and to grow and mature as children and young adults.
The LEAD program includes after-school clubs, off-campus trips, overnight excursions, volunteer and leadership oppor-tunities, and enhanced social opportunities such as movie nights and dances. In addition to the LEAD Student Life Pro-gram, Woodlynde provides a robust Athletics Program with a roster of 22 teams and a no-cut policy that encourages stu-dents to enhance their physical endeavors and learn the benefits of commitment, discipline, good sportsmanship and teamwork. LEAD and Athletics are cornerstones of Woodlynde School's commitment to build self-confidence and de-velop the whole child intellectually, socially and emotionally as our students grow and mature as children and young adults.
The Literacy Institute at Woodlynde School
The Literacy Institute at Woodlynde provides reading intervention for students in all grade levels while at the same time presenting speakers, panelists, and workshops comprised of regional and national experts in the fields of language- and math-based learning differences, ADD/ADHD, and Executive Functioning Disorder for Woodlynde families, education and medical professionals, and the greater Philadelphia region.
CONCLUSION
All parents want their children to experience that moment when they truly get it, when everything that they have learned comes together to produce what we call the "ah-ha" moment. For over 35 years, Woodlynde School has specialized in helping students achieve the "ah-ha" moment in their educational pursuits and in their lives and has enabled them to feel like the "smart kids" they truly are in the classroom, college, career and life.
(Continued from page 5)
Woodlynde School 445 Upper Gulph Road Wayne / Strafford, PA 19087-5498 www.woodlynde.org
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8
"Going into my freshman year, I did not have any concerns about being successful. Woodlynde prepared me extremely well for college studies," says Jerome Bailey, a member of Woodlynde's class of 2009, who will graduate with a degree in history from Hofstra University in 2013. Jerome cites a number of reasons for his confidence, including Woodlynde's teachers who pushed him his senior year by setting high expectations, a college guidance program that helped him pre-pare for the changes ahead, and Woodlynde's strategic planning period that taught him how to effectively manage his time. "I was and still am prepared for college and my senior year because of Woodlynde," he added.
As Woodlynde begins its 36th year of preparing students for college and career, sentiments such as these are what inspire us to find new ways to challenge and support our students as they progress through their education. While Woodlynde has always prided itself on its strong curriculum and college guidance program to prepare students for college, in recent years we have developed new opportunities and fine-tuned some existing programs.
The 2011-2012 academic year saw the first Woodlynde students participate in on-campus dual-enrollment courses. Highly qualified students earned six college credits by traveling to nearby Cabrini College to participate in classes with college freshmen, as well as upperclassmen. Graduates can now begin their first-year college experiences having developed greater independence, confidence, and insight into the college world. For the 2012-2013 school year, we have taken steps to expand our dual-enrollment offerings with other area colleges.
Additionally, all members of the class of 2012 are participating in Woodlynde's first College Assistance Program. Graduating seniors selected faculty members who are serving as support systems and mentors as alumni progress through their first year of college. While Woodlynde faculty are known for establishing long-lasting relationships with students, this new program will formalize that relationship and help to ensure students have a successful experience as they begin the next chapter of their education.
Woodlynde's college guidance program is available to all students, but begins formally in the sophomore year where students receive exposure to the different standardized tests in a low-stakes setting. They also begin to explore college majors and careers by considering their interests and work preferences. All juniors and seniors participate in college guidance seminars designed to assist the students with every step of the application and transition process. Discussions range from identifying the types of colleges and programs best suited to the student, to managing finances, enhancing self-advocacy skills, and living with new roommates. Our seniors participate in a senior project that gives them important work and volunteer experiences that serve as valuable contacts throughout their lives. SAT and ACT writing instruction, as well as guidance with the college application essay, are delivered to students in junior and senior years by our highly-qualified writing faculty.
Over the years, Woodlynde has sent its students to outstanding art schools, research universities and liberal arts colleges across the nation, including Pratt Institute, Fashion Institute of Technology, Penn State University, Arizona State University, Villanova University, Widener University, McDaniel College, Drew University, Ithaca College, Franklin & Marshall College and Sarah Lawrence College. Even more impressive is the success of our graduates. Alumni surveys consistently show our students' college completion rate at 87% within six years, significantly above the national average. With a focus on finding the college that is the best fit for each student's academic, social and emotional needs, it is Woodlynde's objective to make all facets of the college process not just stress-free, but also enjoyable for the students and their families.
The College Guidance Experience at Woodlynde School
By Kristen Tabun, Director of College Guidance, Woodlynde School
Delaware Valley Friends School and The Pennsylvania Branch of the International Dyslexia Association
Present
Drs. Sally and Bennett Shaywitz
Dyslexia: Translating Science Into Policy and Practice—It’s Time! Thursday, October 18, 2012
7:00 pm to 9:00 pm Delaware Valley Friends School
610-640-4150
9
"How do I know if my child will need reading support?" "How do we build vocabulary with older students who have difficulty with decoding or with reading fluency?" "What are the most important tools I can use to develop resiliency in my children?" "Why is it so hard for me to remember those words?" These are a few of the questions that prompted the development of The Literacy Institute at Woodlynde last July as a resource for our students, teachers, and parents and as a resource for the larger community.
Wilson Reading Training
As a Wilson® Partner School, we provide training to teachers and other professionals in this multisensory, systematic approach to teaching decoding and encoding. Workshops during the summer and in the late afternoon allow parents and professionals to understand dyslexia as well as the key components and processes involved in multisensory language instruction, to gain certification as Level I and Level II Wilson Instructors, and to earn Act 48 credit hours as they devel-op the understanding and skills to unlock the world of reading for children and adults coping with dyslexia. Wilson trainees work with Woodlynde stu-dents or with their own students as they follow a guided apprenticeship to-ward mastering the skills and concepts of this highly effective program. As one teacher remarked, "Now I feel as though I can be inside the head of my student so that I anticipate difficulties and rework instruction to meet his needs effectively." An eleventh-grade student who completed Wilson Just Words® program this year explained to his history teacher, "I can show you how to scoop that word into syllables so you can figure out how to pronounce it." We also provide a forum for teachers using Wilson programs in area schools for sharing ideas, asking questions, observing lessons, and developing games to add joy to practice.
Teacher training: ongoing and collaborative
In addition to formal Wilson training and informal "Wilson 101" programs for parents, The Literacy Institute also trains our teachers and learning specialists in assessment, progress monitoring, and research-based instructional programs and techniques to ensure that older students who enter Woodlynde in upper grades receive the best remediation for underly-ing decoding, encoding, fluency, or comprehension roadblocks. This year learning specialists were also trained in Visu-alizing and Verbalizing® and this summer and during the 2012-2013 school year, they will also learn the comprehension processes outlined by Dr. Susan Hall in her work at the 95 Percent Group. This year we incorporated these techniques for ninety minutes each morning in a targeted fifth grade class of students with strong word-reading skills but weaker comprehension skills and learned from the students that modeling, color coding, and adequate guided practice lead to significant gains in understanding. As one student explained, "I put a blue token next to those words because they helped me make an inference that the rider was delivering the mail for the Pony Express. They didn't tell us this in the story, but I used the clues to make the inference." The goal is to provide our students and our teachers with a common vocabulary
and toolbox of proven techniques as the foundation of understanding.
The Literacy Institute also works with content-area teachers to apply what we've learned from brain research to how we teach content-area subjects. Collaborating individually with teachers, we may demonstrate how to reverse complex questions so that the students learn to locate sup-porting clues as a way to lighten the load on working memory while maintaining the focus on "big" ideas. Using assistive technology, teach-ers discover that they can level the playing field for many students. For example, in one Upper School English class, the students clicked on icons as they read Inherit the Wind using WYNN software and this pro-vided them with pre-recorded explanations of difficult concepts. Gradual-ly, the students added their own notes and used the teacher-recorded
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The Literacy Institute at Woodlynde School: Providing Support and Enlightenment to Students, Teachers, and Parents and Professionals from the Community
By Penny Moldofsky, Director of The Literacy Institute
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notes to gain independence in their class discussions.
Literacy Institute events for parents and professionals
Woodlynde recognizes that a network of educated and informed parents and professionals is key for our students and the wider community. During the 2011-2012 school year Dr. Ned Hallowell inspired us with practical ideas for developing the childhood roots of adult happiness. Dr. Lisa Goldstein, Dr. Edward Moss, Dr. Steven Sokoll, and Dr. Mary Ellen Weissman challenged our "standing room only" audience with a lively panel presentation and discussion of ADD/ADHD: “To Medicate or Not to Medicate.” Dr. Jennifer Jackson Holden joined me in a presentation on the critical skills involved in early learning and what we know now about pre-reading skills and interventions that can revent failure. Along with PBIDA, The Literacy Institute hosted an evening of experiencing dyslexia, in which parents and professionals from the area rotated through six simulation stations to put themselves in the places of students with learning differences. This coming year we invite you to join us for an evening experience of being the child with a learning difference as we view and discuss segments from Rick Lavoie's F.A.T. City videos. In April we will expand our understanding of resilience and parenting adolescents as we host Dr. Kenneth Ginsburg, author of Building Resilience in Children and Teens. We know that anxiety can be a major roadblock to learning, and this winter we plan to host a symposium with psychologists discussing ways to help students cope with anxiety. The extended community is also invited to join us for four informal discussion groups at The Literacy Institute that are part of our "Woodlynde University" program. Each event will highlight an area that can benefit many students but that also may require a "roadmap" for parents and teachers. For example, assistive technology is an exciting opportunity but parents and teachers may need guidance to understand when it should be employed, how it is most beneficial, who should be using it, and what to expect in terms of an investment in start-up time. Other topics include homework and appropriate expectations, organization skills and developmental stages, and supporting reading and understanding at all age levels. The exact dates and times for all events will be posted on our website (www.woodlynde.org/literacyinstitute) and in my monthly e-newsletters.
The Literacy Institute at Woodlynde sets the stage for strategic instruction in reading from kindergarten through Upper School graduation, for teacher training, and for sharing resources with the larger community so that we work together to understand and support the best practices for literacy and learning for all our children.
(Continued from page 9)
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Eric Tridas, M.D. PBIDA Annual Conference
Keynote Speaker
PLEASE JOIN YOUR COLLEAGUES AT PBIDA’S CONFERENCE OCTOBER 5, 2012, TO HEAR THE KEYNOTE SPEAKER, ERIC TRIDAS, M.D., TALK ABOUT ‘THE DEVELOPMENTAL WEB; A NEURO-DEVELOPMENTAL APPROACH TO THE DIAGNO-SIS AND MANAGEMENT OF LEARNING DISOR-DERS’
Dr. Tridas is the President of the International Dyslexia As-sociation (IDA) and brings to that position his background and experience as a develop-mental pediatrician who spe-cializes in the diagnosis and management of conditions such as ADHD, learning disabilities, cerebral palsy, mental retarda-tion and other neurodevelop-mental and behavioral prob-lems. Dr. Tridas has edited a book for parents titled From ABC to ADHD: What Every
Parnet Should Know about Dyslexia and Attention Prob-lems, and he speaks nationally and internationally on top-ics such as dyslexia, learning disabilities, executive func-tions and other behavior and developmental pediatrics related subjects.
After graduating from the University of Puerto Rico School of Medicine, Dr. Tridas completed his residency in Pediatrics at the Children’s Hospital of Buffalo and subse-quently a Fellowship in Ambulatory Pediatrics with em-phasis on developmental disabilities at the Children’s Hos-pital Medical Center in Boston. During that time he was a Teaching Fellow at Harvard University. Dr. Tridas is cur-rently the Medical Director of the Tridas Center for Child Development and is President of Developmental and Be-havioral Pediatrics Consultants, Inc.
In addition to this impressive background, Dr. Tridas brings to his clinical practice diagnostic wisdom and com-passion, as is evident in this quote: “His wisdom and dis-cernment in complex cases is simply extraordinary! He helps his patients and their families to understand and nav-igate reality (even in its unfairness) to their best possible advantage. He is passionate in his work and compassion-ate to a fault.”
A very special person indeed. Don’t miss this keynote speech!
PBIDA Member News We introduced this new Focus feature, Member News!!!, in the spring 2012 issue; in this feature we highlight sig-nificant contributions by PBIDA members. In this issue we are excited to bring you news about the involvement of long-time PBIDA member and supporter Linda Tessler, Ph.D. on a federal advisory commission, the Advisory Commission on Accessible Instructional Material for Post Secondary Education for Students with Disabilities. Sec-retary Arne Duncan appointed nineteen individuals from various fields to serve a one-year appointment to the com-mission. Commission members included leaders in acces-sible technology, Federal officials including the Assistant Secretary of Special Education and Rehabilitative Ser-vices and the Assistant Secretary for Civil Rights, and the Presidents of Book Share, Learning Ally (RFD&D), Na-tional Council for Learning Disabilities, and the Associa-tion on Higher Education and Disability (AHEAD).
The Commission issued its report on December 6, 2011, and made nineteen recommendations for improvement. Among the recommendations given to Congress were: (1) To produce text in a format that allows the print disabled community to have access without the need for conver-sion, (2) To create a single website where individuals can identify in which format a specific text is available, (3) To convey the need for Congress to authorize the United States Access Board to establish guidelines for accessible instructional material.
The significance of the Commissions’ work is conveyed in a statement by a commission participant, Mark Ric-cobono, Executive Director of the National Federation of the Blind: “The Commission report will be a milestone in accessibility in postsecondary education. Organizations and individuals can refer to the document which provides benchmarks of standards of care.” More information about the Advisory Commission can be found at: http://www2.ed.gov/about/bdscomm/list/aim/index.html
Dr. Tessler, who describes herself as severely dyslexic, is a licensed psychologist whose private practice is based in Haverford, Pennsylvania. She has held several leadership positions with numerous learning disability organizations, including Learning Ally (formerly Recording for the Blind & Dyslexic), and has served as a past board member of PBIDA. She is the author of One Word at a Time: A Road Map for Navigating Through Dyslexia and Other Learning Disabilities (2008).
The purpose of Member News!!! is to present infor-mation on PBIDA member activities which will expand the knowledge of the Pennsylvania and Delaware PBIDA community. Examples would include publications (books, articles, newspaper pieces), media, and other material of interest to this community. Please email us proposed ma-terial and any questions you may have (www.pbida. org).
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The International Dyslexia Association (IDA) Recognizes Saint Joseph’s University, Special Education Department, for Meeting Teacher Training Standards in Reading
ByCathleenG.Spinelli,Ph.D.,ChairandProfessor,DepartmentofSpecialEducation
Saint Joseph’s University (SJU), a Jesuit University, is firmly grounded on the premise of social justice and cura personalis (concern for the whole person). Our faculty and staff apply this to our work with those who have special needs, specifically, attention to the needs of the individual and respect and appreciation for the individual’s unique strengths and needs.
The fundamental mission of the Special Education Department is based on social justice – to improve quality and to foster and promote equity in educational opportunity for all students. Our focus, as special educators, is primarily on students with disabilities and those otherwise at risk. However, it is critical, in order to make a substantive difference, to work collaboratively with teachers, school administrators, families, community members, social service agencies, and professional partners. Collaboration is the key; reaching out to constituencies that touch the lives of our children is vital. We are devoted to promoting these social and educational partnerships with urban and rural public, private and parochial schools.
IDA’s Knowledge and Practice Standards for Teachers of Reading
This has been an exciting year in the Special Education Department at Saint Joseph’s University. In 2011 the Department was recommended for the initial pilot program by the International Dyslexia Association (IDA). Our Department is honored to have been recognized as meeting the rigorous IDA standards outlined in the IDA’s Knowledge and Practice Standards for Teachers of Reading. The IDA Standards provide the most thorough, research-supported documentation of what every teacher ought to know and be able to demonstrate, whether they are teaching dyslexic students, other struggling readers or the general student population.
The other universities recognized by the IDA were: College of Mount Saint Joseph; Colorado College; Fairleigh Dickinson; MGH Institute of Health Professions; Simmons College; Southeastern University; Southern Methodist University; and University of Colorado, Colorado Springs.
From January through March 2012, IDA conducted independent and objective reviews of university-based teacher preparation programs in reading, and evaluated their alignment with the IDA Standards. Three highly qualified, independent reviewers were assigned to each university. The review entailed a thorough look at course syllabi and other course materials and requirements, along with a site visit to the school.
The IDA Standards emphasize the need for teachers to be trained deeply in the structure of language, including the speech sound system, the writing system, the structure of sentences, the meaningful parts of words, meaning relationships among words and their referents, and the organization of spoken and written discourse. “Learning to teach reading, language and writing is a complex undertaking. The competence and expertise of teachers can be nourished with training that emphasizes the study of reading development, language and individual differences,” said Dr. Louisa Moats, Chair of IDA’s Standards and Practices Committee. “If teachers are better prepared, the impact of reading difficulties, including dyslexia, will be lessened, and many more students will receive the instruction and support they require to reach their potential.”
“One of the goals in publishing the IDA Standards was to provide a framework for course content in university and other teacher training programs,” said Elisabeth Liptak, IDA’s Director of Professional Services. “By recognizing these programs, we are raising awareness so that other universities will take their lead.” (For more information on the IDA Standards, see the complete document at www.interdys.org).
The St. Joseph’s University Special Education Department: What Do We Do?
The Department offers a comprehensive program of study with rich field experiences for undergraduate students interested in graduating with a BS degree with a double major and certifications in both PreK-4 education and special education. Over three-quarters of our undergraduate students are double majors, seeking both general and special education certifications. A number of five year programs enable our 4 year graduates to continue their education adding one more year to their program so they graduate with not only a Master’s degree in Education but the additional certification in Special Education and the option of a Wilson reading certification.
(Continued on page 13)
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Field Experiences
The Special Education Department partners with a number of local schools and school districts, and with an independent school for students with language-based learning disabilities, AIM Academy. A long-established relationship with a local urban Philadelphia school has resulted in our teacher-candidates seeking out urban schools for their field experiences and student teaching, as well as for their career choices. Our undergraduate teacher candidates start their field placements during their freshman year when taking general education classes that include special education content. During their sophomore year they spend one morning (3 hours per week) in various special education school settings, primarily observing and interviewing school staff. The majority of the junior year requires teacher candidates to engage in one-to-one or small group instruction in general and special education classes. Our graduate students, who are already certified teachers, are required to complete approximately 60 hours of field experiences working with students. These application activities correlate with specific course content.
Partnerships
As a result of our partnership with AIM Academy, we are particularly proud of our three-year-old clinically-based graduate program, referred to as the Teacher-Scholar Program. Teacher-Scholars earn a Master’s degree in Special Education which includes graduate credit for an intense clinical experience, as they spend four to five hours each day for the entire school year at AIM Academy. As part of their clinical experience, our Teacher-Scholars participate in research-based programs and are mentored by AIM and SJU faculty. All candidates accepted in this program become certified in a number of research-based programs including the Wilson Reading System Level I certification and LETRS modules 1, 2, and 3. The Teacher Scholar Program is appropriate for both fifth year SJU students and interested graduate students.
Another strong partnership has developed between the SJU’s Special Education Department and the Wilson Reading System Program. A rigorous graduate level, theory-based Wilson Certification program allows candidates to complete their Level I Wilson Certification while earning Special Education graduate credits. This program is unique to Saint Joseph’s University and is completely online with all classes taught by Wilson Certified Instructors from the Wilson Language Training Center in Oxford, Massachusetts.
A major initiative of the SJU special education program is to enhance our current secondary special education certification program. The objective of the Secondary Special Education Certification Program is to provide education majors with a comprehensive program of study in the education of middle and high school level students with disabilities in grades 7 through 12. This middle to secondary level certification program has been designed to meet the standards of the Pennsylvania Department of Education (PDE) as well as the standards of the International Dyslexia Association, the Council for Exceptional Children (CEC), International Society for Technology in Education (ISTE), National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Middle Schools Association (NMSA), International Reading Association (IRA), National Science Teachers Association (NSTA), and National Council for the Social Studies (NCSS).
Special Recognition
Over the past year, the Saint Joseph’s University Special Education Department has been recognized by the university, state and professional educational organizations for our exemplary programming and drive to provide an outstanding educational program with a broad array of course offerings to meet the needs of educators teaching our increasingly diverse student population.
Following a recent revision of state standards, the Pennsylvania Department of Education conducted a detailed program review of all statewide teacher education programs. Our Special Education Department program met the rigorous certification standards, and the Pennsylvania State Bureau of School Leadership and Teacher Quality also approved our undergraduate and graduate Special Education programs with special recognition. Our programs received special acknowledgement for having a “Promising Model Practice in the Areas of Field Experience and New Teacher Support.”
In early September of 2011, the Saint Joseph’s University Provost and Board of Trustees acknowledged the strength and growth of the Special Education Department by identifying the Special Education Department as a department of excellence. This honor was based on several notable accomplishments, including the development of a number of innovative programs, full program approval and special recognition by the Pennsylvania Department of Education, strong collaboration with school partners and research-based professional organizations, and significant growth in the number of students enrolled and retained with high GPAs over the past few years and since becoming a Department.
(Continued from page 12)
“A Gow diploma was the roadmap for my future success.”
-Steven LubyGow 00’ Cornell University 04’Financial Services ProfessionalNew York Life Insurance Company
Premier college preparatory boarding school for young men in grades 7-12 with dyslexia
or language-based learning differences.
GIVING HOPE, TRANSFORMING LIVES.
Learn more about the life-changing Gow experience at www.gow.org or call 716.652.3450.
The Gow School has positively influenced the futures of many successful alumni with dyslexia and other language-based learning differences. Our supportive learning environment, exceptional faculty and proven Reconstructive Language approach provide a comprehensive remediation solution to help students overcome everyday challenges and achieve goals that once didn’t seem possible.
Our legacy of resourceful success continues to grow world wide.
15
In education, there is a lot of “buzz” around iPads in the classroom and how they can assist students with learning. Last year this writer had the opportunity to help introduce a pilot program using the iPad as a 1:1 for a population of students with language based learning differences. The Transitional Academic Program, known as TAP at The Quaker School at Horsham (TQS), is a highly individualized transitional educational program that provides students an additional year after eighth grade. Through eighth grade, TQS offers direct explicit instruction in all areas of language arts, math and social communication. The TAP year assists the students’ transition before moving onto a more independent tenth grade high school curriculum. One of the central goals is that each student will become fluent in using the technology that best serves as learning support tools. The mission of the TAP program is deeply rooted in an experiential learning environment. The six students participating in last year’s TAP were given more privileges in a less structured school environment, as preparation for a high school setting. A crucial element in the curriculum was the integration of technology throughout the day. We chose the iPad for its mobility, ease of use operating system, and deployment functionality.
The science program was closely coordinated with The Outdoor School In Horsham, giving the students access to hands-on learning off campus and in a natural setting. The curriculum concentrated on environmental science with a focus on water quality and the effects of pollution on our environment. As real scientists do, the students were immersed in the fieldwork with technology playing an active role in their learning. Students used their iPad to take videos documenting their instructor’s discussions and activities with their classmates. When the students returned to The Quaker School they reviewed the videos and using their iPads recorded video journals of their experiences working in the Outdoor School. This reflective process successfully facilitated discussions with their peers on what they learned. To complete the process the students would write reflective journals using the ‘Pages’ application. Thus, the students experienced the full cycle of a completely portable and kinesthetic learning instrument.
At The Quaker School, the morning schedule for TAP students was in the classroom for the core subjects, including language arts, math, and reading/writing. One of the greatest benefits seen from having the iPad in the classroom was during the reading/writing class. The students used the iPad on a daily basis to both write and read. The students used the Read2Go app to download assigned novels, such as Animal Farm and Star Girl. The Read2Go app has many customizable features, such as text-to-speech audio, reading rate, voice selections, and many visual settings. A benefit of using the Read2Go app was that each student selected alternative background colors that they felt assisted with their visual processing of the text. Some students also chose to turn the audio off allowing just the visual tracking of the text. Research has shown that this visual tracking can contribute to the development of reading rate (Hecker & Burns, 2002). Our observations correlated with findings from Elkind (1998), which reported students using computer aided reading applications benefited by having higher reading rates and students reported they were less tired and less stressed using the software.
The iPad also played a key role in the students’ holiday program, a celebration of lights around the world. The students downloaded Stephen Jones’s ‘Kwanza App’ and studied about the seven pillars associated with each day of Kwanza. This was a unique way to integrate social lessons of cultural diversity, creating a connection to the Quaker philosophy of peace and harmony. In the holiday program, each student read about one pillar of Kwanza and lit a candle using the ‘Free Candle’ app by Poets Mobile on their iPad. Some students used the iPad as a surrogate reader, choosing to have the passage read aloud to the audience. Students who are not comfortable as fluent readers can still meaningfully participate in group presentations.
Probably the greatest benefit from integrating the iPad into the students’ daily lives was their engagement in their learning. The students were motivated not only to learn about the iPad, but how it could be used in and outside the classroom. The iPad was a tool that helped make typical learning activities more relevant to their lives. The iPad calendar and notes application assisted the TAP students with developing executive function skills, such as organization and planning, assets in high school. They had an opportunity to be in control of their learning, in ways more effective than using a laptop or desktop.
The iPad was integral in developing components that the students used to present their work in an e-portfolio. Each student created a personal portfolio demonstrating personal interests, preferred learning strategies, and work samples. These multimodal casebooks demonstrated the range of learning skills and strategies acquired through the year in TAP. At their Commencement ceremony, each student presented a segment of his/her portfolio that included samples of narrative writing, research, poetry, photography, graphics, etc. The versatility and potential for individualization using the iPad as the center-point for assistive technology was clearly evident in this final presentation. Another outstanding feature of that event was the clear evidence of self-confidence and self-awareness in the students who had been our first to experience this immersion in technology.
Works Cited Elkind, J. (1998 15-January). Research and efficacy. Retrieved 2012, 8-February from Kurzweil educational systems:
www.kurzweiledu.com/research-efficacy.html Hecker, L., & Burns, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of dyslexia ,
52, 243-272. http://itunes.apple.com/us/app/kwanzaa/id346505905?mt=8 http://itunes.apple.com/us/app/free-candle/id434064534?mt=8 http://itunes.apple.com/us/app/read2go/id425585903
Experiential Learning with the iPad at The Quaker School at Horsham Jeff Petzak, Director of Technology; Ruth Joray, Head of School – The Quaker School in Horsham
Upcoming EventsSaturday, October 20, 2012 9am -10:30 am Open House 11am -12:30 pm Dr. Richard Hess Executive FunctioningTuesday November 27, 2012 9:30am -11 am Open HouseSaturday January 12, 2013 9am -10:30 am Open House 11am -12:30 pm Dr. Jed Yalof Non-verbal Learning Disabilities
More events coming, please check our website!
TQS Individualized Multi Sensory Program includes:
4:1 Student/Teacher Ratio Integrated Assistive TechnologyWilson Reading SystemRAVE-OStep Up to WritingLindamood-Bell: Visualizing and Verbalizing ©Saxon MathAll Kinds of Minds School of DistinctionIntegrated Speech and Occupational Therapy Social Competency Curriculum
www.quakerschool.org 250 Meetinghouse Road Horsham, PA 19044 (215) 674-2875
Learn about our 2012-2013 Speaker Series
www.quakerschool.org
TQS Eighth grade Commencement June 8, 2012
Unlocking Learners,Building Leaders
A Friends Elementary & Middle School for Bright Children who
Learn Differently
17
In the last edition, I referred to a presentation on technology that several Delaware Valley Friends School students had made at the Apple store in Ardmore and listed some of their favorite “apps” for computers, laptops and iPads. I had not been able to attend that event, but not long afterward, I was fortunate to see their demonstrations in person as part of an excellent technology workshop at the school in May. Some of the demonstrated programs were familiar, but several were new to me, and in every case, it was interesting to learn in what ways real-live students were finding these apps useful in their work, and to observe the facility with which they can operate them. Dragon Dictate, previously well-known as Dragon Naturally Speaking, was demonstrated by Michael, a seventh-grader at DVFS; he explained that this speech recognition software allows him to complete writing assignments much faster than when typing on a keyboard. The accuracy of this dictation program has improved dramatically in recent versions, and very little training is required to get up to 99% accuracy. In addition to use within such programs as Word, this software also works well for email and for computer commands, and it can be used with several of the note-taking and study skills programs that were demonstrated by other students and are described below. Dragon Dictate, also known as MacSpeech Dictate, is a product of Nuance Communications, and is built into newer versions of the iPad, iPhone, iMac and some other devices. iFlash for Mac, as described by Mary Katherine, a senior student, is an easy way for students to create and use flash cards on a Mac, and be able to download them to any of their more portable Apple devices, including the iPhone, or print them out for use in the old-fashioned way. This remarkable program allows students to type or dictate information onto virtual flash-cards for use in studying any subject. Pictures, recorded voice and music can also be downloaded, along with text, onto the cards. Students can sort the cards and control how they are displayed, and can eliminate cards as they become well-learned. This program has a multitude of features, the full use of which would require some training time. It was developed by Loopware, Inc., and can be downloaded for $14.95 at: http://www.loopware.com/iflash/ Rob, a junior, demonstrated the Livescribe SmartPen, an innovative note-taking system that combines and integrates hand-written notes with voice-recording of classroom teaching. He showed how a special ballpoint pen can be used to write notes on special paper, while its built-in microphone records the teacher’s voice. This is a boon to students who are permitted to record their classes, but who often don’t have the time to replay an entire lecture. With this device, the student can tap on a particular part of the written notes, and that portion of the recording is replayed, either through the SmartPen itself, or through a computer, to which the notes and recording have been uploaded via included software. SmartPen packages start at $119.95 for a 2GB version and include the pen, a starter notebook of special paper (“dot paper”), and software for downloading to a computer or mobile device. The program will work with Mac or Windows systems. Added costs will arise for this device - ink cartridges need to be replaced, and additional supplies of dot paper need to be purchased. More information is available at: http://www.livescribe.com/en-us/smartpen/desktop.html Microsoft Office 2011 for Mac Nick, also a junior, demonstrated another option for linking manual note-taking and audio recording of classes. Within the Office for Mac system, there is a variation of the Word program, called “Notebook Layout View,” that allows synchronized typing and recording, so a student can click on a place within the displayed notes and hear a replay of that portion of the lecture or class discussion. The program uses the built-in microphone of the computer, and the audio file can be exported as a stand-alone audio file for listening on a mobile device. For more information: http://mac2.microsoft.com/help/office/14/en-us/word/category/27d745ba-9449-4cf0-9473-b0e9648623d3 Comparison of the SmartPen and Notebook Layout View options for note-taking
Notebook Layout is included in the Office for Mac package, a $119.95 one-time cost, so no additional investment and no replenishing of supplies is required, but a laptop computer is needed in class, with typing input. Recording and playback functions seem a little complicated.
The SmartPen may be an additional cost to purchase, and it is more costly to maintain, but the pen and paper are a more natural form of note-taking, and the recording and playback functions are more straightforward to use.
Thanks to the staff and students at DVFS for providing the inspiration and much of the substance of this report. As always, comments and suggestions for future articles are welcome at [email protected].
By Tom Jennings, Psychologist, The Reading Connection
Resource Center
19
The Last Boys Picked: Helping Boys Who Don’t Play Sports Survive Bullies and Boyhood
by Janet Sasson Edgette, Psy.D. with Beth Margolis Rupp, M.
Review by Marisa LaDuca Crandall, Ph.D.
“The coolness factor associated with being athletic has created a veritable caste system.” We all know a boy,
in our professional or personal lives, who does not love sports. Janet Sasson Edgette and Beth Margolis
Rupp, in their new book, posit that these “unathletic” boys face enormous challenges in the United States of
America simply due to that fact. By incorporating clinical vignettes with literature review and direct advice,
the book offers an informative, insightful, and compassionate explication of this distressing problem that
could be helpful to professionals who work with children, educators, and most of all to the parents of these
boys.
Edgette and Rupp first describe the experiences of many American boys and men who do not like sports,
painting a fairly dismal picture. Men report having had difficulty making or keeping friends, fitting in at
school, and the feeling that it was impossible to be popular with peers without athletic prowess and physical
strength. Some of the stories indicate that negative feelings persist into adulthood. Edgette and Rupp then
provide an exhaustive and very well‐elaborated list of developmental, temperamental, and learning factors
that may influence a child’s athletic ability or his/her ability to engage successfully in competitive team
sports. This section of the book is important, because while professionals who diagnose children with
learning or developmental or sensory integration disabilities are usually very attuned to the academic risks
associated with their diagnoses, the secondary risks associated with a boy who is unable to catch a ball may
not be so readily apparent, and Edgette and Rupp would posit that those risks are as grave as the academic
ones.
Describing the ways that nonathletic boys cope, “faking it” and “making it” garner attention as the most
frequent means of fitting in, with some portion of boys getting “broken” by their unwillingness or inability to
fake it or force themselves to be successful at competitive sports. They note the dire consequences of having
to be inauthentic and fake one’s way through life in order to fit in.
Chapters on the dangers of romanticizing masculinity, family components, and creating new paradigms for
our children all contain solid research and a thorough integration of other writings on the topic, especially on
the topic of gender stereotypes and “boy code.”
There were many aspects of this book that I liked very much; some of my favorites were the scripts that the
authors provide for parents to say to their sons in difficult situations. They repeatedly admonish against
“misguided compassion,” where parents avoid talking with their son about his difficulties because they do
not want to make him more upset, or when they fail to hold their sons accountable for poor behavior because
they know that he has it so bad at school that they do not want to make it worse. They also encourage parents
to try to see their sons objectively, and this is advice from which all parents can benefit.
The final chapter, “Becoming Effective Agents of Change,” was perhaps my favorite one. Throughout the
book are sprinkled a wealth of suggestions for educators as well as parents, for methods to decrease the
devastating emotional impact of the primacy of athletics in schools without suggesting that we eliminate or
denigrate athletics. I was please to find that many of those suggestions are already in practice at the school
where I work, which was until last year solely a boy’s school. The authors also clearly delineate bad behavior
from “boy behavior.” This book is a must‐read for parents of any nonathletic boy, and a “should‐read” for
anyone working in schools with children.
“Every time I accomplish something I think there is no way I would have gotten
there without Benchmark.” Kristie McCollom, Alumna
Reading is just the beginning of what children learn at Benchmark School
“When people ask me what is the best school I have seen in action, my go-to school is Benchmark. It is incredible and without peer.”
Steve Graham, Currey Ingram Professor of Special Education and Literacy, Vanderbilt University
Contact us for Admissions and Open House Information 610.565.3741 [email protected]
financial aid available
Benchmark School Reading is just the beginning
Media, PA | 610.565.3741 www.BenchmarkSchool.org
Students who attend Benchmark arrive with labels such as dyslexia, auditory processing difficulties, ADD, ADHD, executive functioning difficulties, or language-based learning differences. From this starting point, Benchmark develops a profile of each student’s strengths and challenges and uses this understanding as a basis for individualized instruction. Benchmark graduates are self-advocates who take charge of their own learning and meet with success in public and independent high schools, college, and beyond.
* Special Notice *
Experience Dyslexia: A Simulation Presented by PBIDA at Benchmark School
Tuesday, October 23 7:00-9:30 PM $15pp Send reservation and payment to:
Benchmark School 2107 N. Providence Rd, Media PA 19063
(2 hours Act 48 Credit)
21
paramount in all aspects of life – social, work and personal as well as academic. Successful adults with learning differences have developed the self confidence to stand up for themselves. They have also learned that they have the power to control their own destiny by making decisions, acting upon them and evaluating them. At the same time, they are willing to consult with others while making decisions and take responsibility for their actions.
Perseverance. Successful adults with learning disabilities are not quitters. No matter how tough the going gets, they persevere. On the other hand, they know when to quit when a certain path to their goal isn’t working. They rarely give up on the goal, but either modify it or find another way to achieve it. They have a positive attitude about adversity, viewing it as a learning experience that will help them reach their goals.
Goal Setting. Setting goals in early adolescence is a hallmark of successful adults with learning differences. While they may be tentative, these goals help to give meaning and direction to their lives. Successful adults understand the step-by-step process for reaching goals and have learned to plan their strategy accordingly. They have also learned to set goals that are specific, realistic and attainable given their particular learning disabilities.
Effective Support Systems. Successful individuals with learning disabilities recognize when they need help and know where to get it. As adolescents, they actively seek support from a network that may include family, friends, mentors, teachers, co-workers and therapists, among others. These support people hold clear and realistic expectations regarding the adolescent’s life goals and outcomes and provide guidance without being harsh or critical. As adolescents with learning differences grow into adulthood, they reduce their dependence on this support system but maintain contact.
Emotional Coping Strategies. Living with learning disabilities creates stress that usually pervades all aspects of life – school, work, home and social settings. Successful individuals acknowledge this stress and learn to recognize what specific situations trigger stress for them. They also learn to recognize their own personal signs of stress developing such as cold and clammy hands or hyperventilation. They develop coping strategies such as asking for help with unmanageable tasks, planning ahead for difficult situations and avoiding negative or critical people. They recognize when they need help from others to cope, and they actively seek it.
Since learning disabilities present lifelong challenges that extend far beyond the classroom, the Frostig research team emphasized the importance of helping children develop these six success attributes, along with academic skills, to enhance their chances of success in adulthood. This re-quires exercise, practice and review, just like any other skill children learn.
At different ages and stages of life, parents and teachers may need to revisit these attributes with their children as new challenges arise. For example, when a child is first diagnosed with a learning disability, self awareness is paramount. For adolescents, proactivity in making social connections may be the focus. For college-bound students, perseverance and support networks are particularly important. For those who are job hunting, self awareness and realistic goal setting are key. Across all ages and stages, it is vital to help individuals with learning differences develop perseverance and emotional coping strategies. Teachers and parents both have an important role to play in this work which can help children and adolescents enjoy greater success in their adult lives.
For more on the Frostig Center research, visit www.frostig.org.
(Continued from page 1)
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Calendar of Events
September
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.
First Day of School, September 4, 9:00am. Coalition of Advocates Training, September 7, 9:00am –12:00pm. Training: Understanding Evaluations, September 28, 9:00am.
October Benchmark School Admission Open House, October 4, 9:00am-11:00am. Register at [email protected] or 610-565-3741
Academy in Manayunk Open House, October 10, 9:00am-11:00am, AIM Academy. Register at www.aimpa.org
Delaware Valley Friends School Admission Open House, October 10, 9:00am-11:00am. Register at www.dvfs.org or 610-640-4150 x2160.
Drs. Sally and Bennett Shaywitz, “Dyslexia: Translating Science into Policy & Practice—It’s Time!,” October 18, 6p.m., Delaware Valley Friends School. Visit www.dvfs.org for more information and to register.
Experience Dyslexia: A Simulation, presented at Benchmark School by PBIDA, October 23, 7:00pm –9:00pm. $15pp, Checks payable to Benchmark School. Two hours Act 48 Credit. To register or for more information contact Dr. Eleanor Gensemer, 610-565-3741 or [email protected].
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.
Bring a Friend to SAT Prep, October 2, 3:00pm –8:00pm.
Coalition of Advocates Training, October 5, 9:00am-12:00pm.
Unity Day-Unite Against Bullying, October 10, 9:00am.
November Benchmark School Admission Open House, November 1, 9:00am-11:00am. Register at [email protected] or 610-565-3741.
Academy in Manayunk Open House, November 7, 9:00am-11:00am, AIM Academy. Register at www.aimpa.org.
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.
Coalition of Advocates Training, November 2, 9:00am-12:00pm.
Training: Working Memory’s Effect on Reading, November 9, 9:00am.
Bring a Friend to Homework Help, November 15, 3:00pm-8:00pm.
Reading ASSIST® Institute CORE (Creating Opportunities for Reading Excellence) Conference, November 17. A one-day conference featuring keynote speakers Dr. Louisa Moats and Dr. Anita Archer. Break-out sessions to focus on teaching reading Pre-K through Grade 8, including ESL, in the context of the Common Core State Standards. Cost is $245. For more information and to register go to www.readingassist.org.
Delaware Valley Friends School Admission Open House, November 28, 9:00am-11:00am. Register at www.dvfs.org or 610-640-4150 x2160.
December Benchmark School Admission Open House, December 6, 9:00am-11:00am. Register at [email protected] or 610-565-3741.
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.
Coalition of Advocates Training, December 7, 9:00am-12:00pm.
Bring a Friend to FACT Attention Programming, December 12, 3:00pm-8:00pm.
Delaware Valley Friends School Admission Open House, December 12, 9:00am-11:00am. Register at www.dvfs.org or 610-640-4150 x2160.
Parent/Guardian Admission ToursAdmission tours begin at 9 AM.
November 7, 2012December 5, 2012February 6, 2013March 6, 2013April 10, 2013May 1, 2013
Professional Tour*November 7, 2012 12:30 PM Lunch & Tour
*For psychologists, therapists, teachers, administrators, etc.
Please call admissions at 610-355-9580 to register.
&
The first Quaker school in the nation for students who — struggle in a mainstream classroom— have dyslexia, ADHD & other
language-based disabilities We are the most authoritative source and have the most experienced staff. Come hear about our highly acclaimed program.
OPEN HOUSE TOURS
Delaware Valley Friends School
Open HOuses Wednesday, OCTOBeR 10 9:00-11:00 aM sunday, nOVeMBeR 4 1:00-3:00 PM Wednesday, nOVeMBeR 28 9:00-11:00 aM Wednesday, deCeMBeR 12 9:00-11:00 aMadmissions presentation and tour. RsVP required.
19 eaSt central aVenue / paoli, pennSylVania 19301 / 610.640.4150
WWW.dVfs.ORg
celebrating 25 years as a leader in educating students with language-based learning differences
Our Literacy and Intervention Experts
Share Proven Strategies
Sopris Learning was founded by partnering with the educators and researchers whose work demonstrated the ability to raise student achievement levels in literacy, math, and positive behavior. Today, Sopris continues to focus on helping all students reach their full academic potential, with a firm commitment to bridging the gap between research and practice. We are proud to represent the work of world-renowned educators, authors, and researchers, including the following PBIDA speakers:
Don’t Miss These Innovative Sessions
Linking Common Core State Standards to Your CurriculumSusan L. Hall, Ed.D.Author of I’ve DIBEL’d, Now What? and coauthor of LETRS
11:15 a.m.
Explicit and Engaging Comprehension Instruction Techniques1:45 p.m.
Wanted: Ravenous Learners with an Insatiable Appetite for KnowledgeNancy Hennessey, M.Ed., LDT-C,Coauthor of LETRS
1:45 p.m.
800-547-6747 | www.soprislearning.com
For questions, contact your local representative:Elmer Ildefonso
856-723-1902 [email protected]
27
Register Now!
The Pennsylvania Branch of the International Dyslexia Association
34th Annual Fall Conference
The Many Dimensions of Literacy October 5, 2012
Woodlynde School, Strafford, PA Hosted by Woodlynde School
Online registration: www.pbida.org
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October 9 ● November 13 ● December 11
8:45 am
Woodlynde Students: Gain access to our caring experts
in education
Thrive in our nurturing environment
Benefit from our specialized teaching
methods and strategies
Rise to the challenge of our college-
prep curriculum. Woodlynde students emerge with
the tools and self-confidence to be
successful and happy in
college, career, and life
For more information, visit www.woodlynde.org/admissions
445 Upper Gulph Road | Wayne/Strafford, PA 19087 | 610.687.9660
For intelligent, talented students with
learning differences in grades K-12,
Woodlynde School is the region’s leading
educational resource.