Whether parents receive an evaluation from a public school that diagnoses a "reading disorder" or a private evaluation that suggests a "rule out" for ADHD, diagnoses for learning differences are rarely as straight forward as they might initially appear. Understanding and teasing out additional subtle learning variations is crucial. Diagnoses tend to "evolve" over time, in part depending on the demands of the school grade, but also due to the brain growing and developing. Students and parents need to understand and accept the learning differences so that significant progress can be made.
ADD/ADHD: Management of the ADHD student and the LD student in the classroom.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.
SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.
Disclosure: Jonathan Green and Megan O'Hara have no relevant financial or nonfinancial relationships to disclose.
You must be logged in and own this session in order to
3/3/18 10:17 am
As a mother of a dyslexic 21 year old son the concept of the team approach is something I focused on for years. It makes a true difference with open communication, a student involved in the process and progress. Walking into a true team meeting is very different then an IEP meeting. For 15 years I have owned a child care center that works closely with child development services in the state of Maine. As a director/teacher we set establish a team approach with families in the early childhood setting to carry over to the public school. We are active in transition meeting to the public schools and often have parents calling us along their journey. Team and journey were the key terms you used and I appreciate it. Thank you for sharing this approach for children with dyslexia plus.