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
