TeachingLD: Learning Disabilities Conferences


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Join us Thursday, April 6 from 5-6:30 for the Annual Business Meeting. The Members' Reception will be immediately after the meeting. In addition to great food, drink, and interaction, we will be highlighting student members' achievements.
Be sure to attend the DLD Showcase Session on Thursday, April 6 from 2:30-3:30. Lynn Fuchs, Don Compton, Daryl Mellard, and Don Deshler will present "What We Know.....What We Don't Know." This session will present a summary of things that we do know and things that we don't know regarding RTI. Implications of answers to these questions and, from a larger perspective, the potential ramification and implications of adopting this model on the entire construct of LD will be presented.
DLD has informative sessions planned. Topics include response to instruction, IDEA 2004, writing and math strategies, transitioning to college, and more!

For a printer-friendly version of the schedule of presentations (PDF), click here.

Thursday, April 6 | Friday, April 7 | Saturday, April 8

THURSDAY, APRIL 6

Session Leader	Time	Title	Abstract
Barbara Marler	8:30-9:30	Distinguishing Learning Disabilities From Academic Difficulties for English Language Learners	In this demonstration, participants will examine the perplexing issue of determining whether difficulties that English language learners are experiencing in school are due to a learning disability or have other causes.
Janet Fender	8:30-9:30	Overcoming Curricular "Brick Walls" in Mathematics for Students With Learning Disabilities	Learn to improve conceptual understanding while reducing memory load for struggling mathematicians through graphic representation of number families, data, and word problems.
Elgen Hillman	8:30-10:00	"You Mean It's Due Today?" Strategies for Improving Organizational Skills in Students With Learning and Attention Problems	This session will provide information and strategies for successfully organizing students with attention and learning problems at the elementary, secondary, and postsecondary levels.
Justin Cooper	8:30-10:00	Web-Based Performance Support Systems: 21st Century Technology Supporting 21st Century Educators	The presenters will share examples and experiences with web-based performance support systems to help participants develope web-based performance support systems to meet the unique demands of their educational environments.
Jill Slee	8:30-10:00	How Is Spelling Used to Strengthen Decoding in First-Grade Core Reading Programs?	Five national evidence-based reading programs are reviewed in this session to determine how each integrates spelling and participants will learn how to examine their own programs.
Nari Carter	9:45-10:45	CRIME in the Classroom: A Framework for Collaborative Planning	Learn how to use the CRIME (Curriculum, Rules, Instruction, Materials, Environment) model for collaborating to plan instructional supports and accommodations for students with disabilities. Participants will also learn the steps of this collaborative process and will complete sample forms for the CRIME process.
Julie Richardson	9:45-10:45	Elementary Teachers' Views About Use and Acceptability of Adaptations for Struggling Writers	This session on elementary teachers' reported use and acceptability of adaptations will provide general and special educators with current information on writing.
You-Jin Seo	10:30-12:00	A Comparative Analysis of Instruction in the U.S. and Korea Mathematics Textbooks	This session will identify how the instructional contents of U.S. mathematics textbooks should be changed for student learning, and, further, consider effective mathematics textbooks designed to improve the mathematics achievements of students with LD.
Jennifer Jones	10:30-12:00	IDEA 2004: The Regulations	Federal Regulations for IDEA 2004 have been recently issued. This presentation discusses the new Regulations, gives examples of possible impact of the Regularions on the field of Learning Disabilities, and offers practical suggestions that can be taken to ensure school policies and programs are consistent with IDEA 2004 Regulations.
Asha Jitendra	10:30-12:00	Teaching Problem-Solving to Middle School Students With Learning Difficulties: Schema-Based Instruction	This session will present research supported strategy instruction to improve the mathematical word problem-solving performance of middle school students with learning disabilities.
Sharon Sanders	1:15-2:15	Algebra Performance of Students With Learning Disabilities: A Systematic Analysis	Student performance on a widely used Algebra assessment across ability levels for both students with and without disabilities and implications to teach Algebra to all students is presented.
Melissa Jones	1:30-3:00	Perspectives on the Co-Teaching Model for Adolescents With Learning Disabilities	A qualitative investigation and analysis examined the views and feelings of students, teachers, and parents in the transition from a "pull out" special education program to one based on a collaborative teaching model.
Kyong-Eun Na	1:30-3:00	Effective Assistive Technology Integration Into Cooperative Learning Activities	This session describes AT adaptation framework, application of AT for and how AT can be used together within cooperative learning activities to enhance students' academic outcomes and social skills.
Eleanor Higgins	1:30-3:00	Fostering Success in Children With Learning Disabilities: Guides for Parents and Teachers	This session describes the findings of a 20-year study that found six "Success Attributes" to be better predictors of successful life outcomes than IQ, SES or achievement. Attributes include self-awareness, perseverance, proactivity, goal-setting, social support systems, and emotional coping strategies.
Don Deshler	2:30-3:30	What We Know....What We Don't Know	This session will present a summary of things that we do know and things that we don't know regarding RTI. Implications of answers to these questions and, from a larger perspective, the potential ramification and implications of adopting this model on the entire construct of LD will be presented.
Judy Montgomery	2:30-3:30	Response to Intervention Models for Speech and Language	This session will discuss numerous highly effective models developed by speech language pathologists to determine if students are eligible for special education services with a special focus on speech articulation and language/reading.
Lori Peterson	2:30-3:30	Self-Determination and College Students With Disabilities: Investigating the Issues	Discussion will cover findings related to self-determination and environmental factors, retention, academic performance, and support programs.
Joseph Sencibaugh	2:30-3:30	Using Precision Teaching as an Educational Intervention to Monitor Student Performance and Progress	Learn how to make instructional decisions based on scientifically validated monitoring techniques which include precision teaching
Kristine Swain	3:30-5:00	A Qualitative Review of Phonological Awareness Resources	This session will provide an overview of the importance of phonological awareness, describe the results of this qualitative review of programs, and discuss implications for implementing these programs.
Sarah McDonagh	3:30-5:00	Developing Automaticity and Fluency for Nonresponders in Grades 2 and 3	This poster session will detail the findings of a research study that examined the effect of developing automaticity at the component levels of letter-sound correspondence, letter combinations, word and connected text reading for nonresponders in grades 2 and 3.
Victoria Volonino	3:30-5:00	Co-Teaching: Effective Instruction or the Sound of One Hand Clapping?	Co-teaching has become the instructional platform of choice for inclusion classrooms. A major presupposition is that co-teaching provides a venue for the integration of the instructional areas of expertise of the general educator and the special educator. Thus, facilitating student learning. However a review of the research portrays a different picture.
Jennifer Chong	3:30-5:00	Effects of an Organizational Strategy for Middle School Students With Learning Disabilities	This session describes an organizational strategy that increased the number of daily homework assignments completed by 18 middle school students with learning disabilities in general education classrooms.
Dr. Amy Rushneck	3:45-4:45	When Exceptionality Becomes Invisibility: Twice-Exceptional Learners and Hegemonic Discourses of Exclusion	Through a series of paper presentations, we will explore the historical significance of dual exceptionality, the hegemonic discourses of exclusion and invisibility challenged in the identification of children who are twice-exceptional, and the potential ramifications of labeling and legal protection.
Suraj Syal	3:45-4:45	Leveraging Language in Understanding Students With Specific Learning Disabilities	This session will discuss instruction for SLD including incorporations language objectives in every content lesson, activating/building prior knowledge, emphasizing academic literacy practice, and using supplemental materials to support academic text.
Amy Scheuermann	5:00-6:00	Teaching One-Variable Equations Using the Explicit Inquiry Routine	This presentation will demonstrate the Explicit Inquiry Routine, an alternative to "typical" mathematics instruction specifically designed for students who struggle with learning fundamental pre-algebra concepts.

FRIDAY, APRIL 7

Session Leader	Time	Title	Abstract
Sun A Kim	8:30-10:00	Adapting Mathematics Instruction for Struggling Students in Standards-Based Mathematics Classrooms	This session will present examples of adapted mathematics instruction for struggling students which is based on student's difficulties and the features of effective mathematics instruction.
Minyi Shih	8:30-9:30	Effects of Number Sense Intervention on Second-Grade Students with Mathematics Learning Disabilities	This presentation addresses preliminary findings from an intervention study that examined the effects of number sense instruction versus repeated practice on second graders who showed early signs of mathematics learning disabilities.
Maria Herbst	8:30-9:30	The College Student-Athlete with LD: A Plan for Academic Success	This session will introduce an Academic Success Plan designed to address the unique needs of student-athletes with learning disabilities.
Bryan Cook	9:45-10:45	The Side Effects of Including Students With Learning Disabilities	This panel presents the findings of a series of focus group studies investigating the unintended consequences (both positive and negative) of including students with learning disabilities in general education.
Shannon Gormley	10:30-12:00	Eligibility Assessment Requirements at the Postsecondary Level: A Disconnect With Secondary Schools?	The National Joint Committee on Learning Disabilities put out a call to examine the 'disconnect' between what high schools provide and what institutions of higher education require for eligibility. This session discusses documentation requirements from 104 colleges across the United States.
Donna Nelson	10:30-12:00	Expanding Horizons: Early Intervention Program	This session will highlight Expanding Horizons, an early intervention program in the poorest Tennessee counties of Hawkins and Hancock.
David Evans	10:30-12:00	An Analysis of Instructional Practices: Inside Mathematics Classes	This session will examine quality instructional practices in a series of general education mathematics lessons.
Angela Sencibaugh	11:00-12:00	Strategies for Teaching Math to Students With Learning Disabilities in Inclusive Settings	This session will identify specific math difficulties of students with learning disabilities at the elementary level according to the literature. Learn how to design and plan effective mathematics instruction in inclusive settings.
Richard Zipoli	11:00-12:00	Can Rich Vocabulary Instruction Get Richer? Phonological and Semantic Enhancements in Storybook Reading	This session will describe the development and evaluation of semantic and phonological enhancements to "rich" vocabulary instruction delivered during interactive storybook readings with students at risk of reading disability.
Sarah McDonagh	1:15-2:15	Automaticity and Fluency With the Code: Planning Instruction for Struggling Readers	This demonstration applies the empirical base of fluency intervention research to help teachers identify students likely to benefit from fluency instruction, select appropriate text and goals for fluency practice, and identify instructional strategies and programs to promote accuracy and automaticity at the component and text levels.
Janice Ferguson	1:30-3:00	Documenting Progress in Reading and Writing: Establishing a Baseline for Growth	This session provides hands-on instruction in using oral reading fluency, miscue analysis, type-token ratios, and t-units to measure student progress toward objectives.
William Therrien	1:30-3:00	Effectiveness of a Combined Repeated Reading and Question Generation Intervention	This presentation will review a study conducted to ascertain if a combined repeated reading and question generation intervention was effective in improving students' with reading disabilities reading achievement.
Jerry Tindal	1:30-3:00	The Impact of Legal Decisions on Accommodations for High-Stakes Testing	An early analysis of case law, settlements, and judicial comments will assist us in creating guidelines and policy to ensure our high-stakes accommodations are appropriate and enforceable.
Patricia Hoffman	2:30-3:30	Prereferral Decision Making for English Language Learners Being Considered for Special Education	Culturally and linguistically diverse students being considered for special education pose challenges for classroom teachers and special educators as they determine if the child has a disability or is underperforming for other reasons. This session addresses the complex decision-making process and present those prereferral interventions identified as most helpful.
Loana Mason	2:30-3:30	Twice Blessed: An Enthongraphic Study of How a Family Dealt with Disability	This auto-ethnography explores the adjustment process of a family raising two children with disabilities, one with a visual impairment and the other with a learning disability.
Barbara Calhoun	2:30-3:30	Developing Cognitive and Early Reading Skills Using an Optimal Learning Environment	This session will discuss the results of a study that investigated the effects of a computer-based optimal learning environment focusing on the cognitive and early reading skills necessary for fluent reading.
Eileen Sabbatino	3:30-5:00	Students With Learning Disabilities Go to College	The challenge of guiding and supporting students with learning disabilities to be successful in postsecondary education is paramount for all educators and personnel in both high school and postsecondary environments. How do we prepare these students? The concept of self-determination in postsecondary services holds tremendous promise!
Michael Faggella-Luby	3:45-4:45	Embedded Learning Strategies: Engineering Successful Pedagogy in Literature Classes for Diverse Learners	Research findings will be presented in this session related to effects of a story structure routine designed to improve reading comprehension, self-questioning, and story retelling in secondary general education literature classrooms for students with and without learning disabilities. Applications for the instructional methodology will be emphasized along with how to incorporate data driven decision-making.
Craig Whedon	3:45-4:45	POWER: A Writing Strategy for Students With Learning Disabilities	This presentation will describe a writing strategy that educators in middle and high schools can implement to assist students with learning disabilities
Sheri Berkeley	5:00-6:00	Middle Schoolers With Reading Disabilities in Book Club?	This demonstration session will prepare special education teachers to implement an innovative book club by describing successful strategies for increasing independent reading of middle school students with severe learning disabilities.

SATURDAY, APRIL 8

Session Leader	Time	Title	Abstract
Sharon Field	8:30-9:30	Implementing a K-12 Continuum for Self-Determination Instruction	This session will present strategies for building a K-12 continuum to help students build knowledge, beliefs, and skills to increase self-determination.
William Therrien	8:30-10:00	Combining Repeated Reading and Question Generation to Improve Students' Reading Achievement	This presentation details the Reread-Adapt and Answer-Comprehend strategy (RAAC) which combines the empirically validated interventions of repeated reading and question generation.
David Lee	8:30-9:30	I Don't Wanna and You Can't Make Me: Using Behavioral Momentum to Increase Compliance	This session will present one empirically supported method that can prevent instances of task refusal and increase assignment completion rates.
Mary Rizza	8:30-10:00	Designing an Identification Plan for the Twice-Exceptional	This presentation will describe a project that paired University personnel with school districts to develop a district-level toolkit useful for identifying students who are gifted and have one or more areas of disability.
Mary Catherine Scheeler	9:45-10:45	Using Immediate Feedback to Improve Expressive Communication Skills in Secondary-Aged Students	This session will provide one way that immediate feedback was used, along with peer coaching, to help students self-identify weaknesses and overcome them in order to successfully complete a public speaking requirement in their high school curriculum.
You-Jin Seo	10:30-12:00	Using Drill and Practice to Improve the Mathematics Skills of Students With Learning Disabilities	This session will yield a clear picture of the strengths and weaknesses of drill and practice and allow teachers to identify how to modify or adapt drill and practice to improve the mathematics performance of students with LD.
Kristen Ritchey	11:00-12:00	Responsiveness to Instruction as a Method of Identifying At-Risk Kindergarten Readers	This session describes the first 2 years of a longitudinal study examining responsiveness to instruction as an indicator of risk for reading disabilities in kindergarten.
Elaine Fine	1:15-2:15	STUDY HARDER! Strategies for Teaching Students How to Study	Study harder and you will do better! Research-based study strategies that will foster more effective and efficient studying, as well as a model for teaching strategies, will be presented.
Jan Hasbrouck	1:15-3:15	Student-Focused Coaching (SFC): A New Model for Collaboration	This session both describes and demonstrates the processes involved in Student-Focused Coaching. SFC is a practical and effective coaching model based on decades of empirical and field-based research in consultation.
Mark Hallenbeck	2:30-3:30	Cognitive Strategy Instruction in Writing: Developing Writing Teachers and Student Writers	Participants will explore the theory supporting Cognitive Strategy Instruction in Writing, discuss classroom research data and student writing products, and practice critical elements of the strategy.
Patricia Groven	3:45-4:45	Math Results That Count: Collaboration for Improving Adequate Yearly Progress	A rural special education unit consisting of 12 school districts used training on state standards and benchmarks, instructional techniques, and special and general education collaboration in an ongoing project to improve math results for children. A panel of special educators present baseline data, challenges for programming, and outcomes.
Jo Anne Jirsa-Myers	3:45-4:45	Beyond IEPs and PTCs (Parent-Teacher Conferences): Communication Between School and Home	Presenters will share methods to assess current levels of communication between teachers, their departments, and their students' homes.