National data shows literacy problems are prevalent despite decades of research on effective literacy instruction for all readers and the importance of early identification and treatment of literacy problems. This symposium discusses dyslexia testing in public schools using a component-based approach, citing the definition of dyslexia, federal law and OSERS guidance about SLD including dyslexia, and learning disorders described in DSM-5 and ICD-10. Topics include assessment, comorbidity, remediation, and accommodation in schools, college, university, and the workplace.
ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
ADD/ADHD: Identify characteristics of students with ADHD and/or potential interventions as it pertains to those with language learning disabilities.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
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.
Disclosure: Susan C. Lowell, Melissa Lee Farrall, Eric Tridas, Rebecca H. Felton, Nancy Cushen White, and Loring C. Brinckerhoff have no relevant financial and nonfiancial relationships to disclose.
Office of Disability Policy, Educational Testing Service (ETS)
Ed.D., CALT-QI, BCET , LDT-TX , Certified Structured Literacy Dyslexia Specialist,
Clinical Professor; Teacher and Program Consultant-Department of Special Education [Retired]-San Francisco Unified School District; Teacher Training Course Director-Slingerland Institute,
Division of Adolescent and Young Adult Medicine-Department of Pediatrics-University of California-San Francisco