Description

Historically, structured-literacy approaches have been the most effective for remediating language difficulties. The utilization of technology can make this type of instruction a multisensory process that is engaging and explicit while still maintaining the individualization and diagnostic-prescriptive aspects that are its hallmarks. In this presentation, an Orton-Gillingham Fellow and a director of technology share how they have collaborated to include technology as an instructive and assistive tool following the traditional Orton-Gillingham approach in the small classroom setting.

Learning Outcomes:

• ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
• ADVOCACY AND LEGISLATION: Understand the laws and interpretations under various legislative motions and learn ways to implement advocacy efforts locally or at the state level.
• ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities.

Disclosure: Theresa Collins and Sharon LePage Plante have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Theresa Collins, M.S., Fellow/AOGPE, Director, Southport Teacher Training Institute, The Southport School
• Sharon LePage Plante, M.Ed., Director of Technology, Eagle Hill Southport School