2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/21/2017 | 11:00 AM - 11:45 AM | Dyslexia/Learning Disability in Basic Reading: What Does It Mean and How Can I Help? | Ballroom C - 1
Dyslexia/Learning Disability in Basic Reading: What Does It Mean and How Can I Help?
This presentation will provide training on special education/tier 3 interventions for students who have been identified as having a Specific Learning Disability in basic reading. These interventions will focus on the areas of basic reading (phonemic awareness and phonics.) Participants will be trained to use evidence-based practices for teaching students who have difficulty with segmenting, blending, rhyming, alphabetic principle, and decoding. Participants will be able to practice these and brainstorm ways they can use the materials in their own classrooms. Participants will also be lead in a discussion regarding the process for identification of a Specific Learning Disability in the area of basic reading. Discussion points will include a comparison of the definition of SLD under IDEIA 2004 with the DSM-V (i.e. condition of Dyslexia) and the expectation of using a MTSS approach as part of identifying a student with a learning disability.
- This presentation will review the process for identifying students with a Specific Learning Disability in basic reading.
- Participants will compare the definitions of a learning disability in reading as defined by IDEIA 2004 and the DSM-V, including Dyslexia.
- Participants will discuss implications for schools (IEP vs. 504 plan) for supporting students with a reading disability under IDEIA 2004 as well as a medical diagnosis in the DSM-V.
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Presenters/Authors
Kristen Stokes
(), University of Utah, kristen.stokes@utah.edu;
Kristen Stokes is a Ph.D student at the University of Utah in the Special Education Department and is also working towards her BCBA. She has worked in the field of early childhood and elementary education for the past 10 years and is currently supporting MTSS implementation efforts through research and coaching.
ASHA DISCLOSURE:
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Nonfinancial -
Grace Wayman
(), University of Utah, grace.wayman@utah.edu;
Grace Wayman is a Ph.D student at the University of Utah in the Special Education Department and is also working towards her BCBA certification. She has worked in the field of special education for the past 12 years including roles as an ABA therapist, special education teacher, specialist and instructional coach. Grace has spent the last 10 years working in public education supporting MTSS efforts, and currently is conducting research in the area of PBIS.
ASHA DISCLOSURE:
Financial -
Nonfinancial -