Dyslexia related webinars from edWeb

The following two free webinars are from our friends at edWeb (registration required) are being offered in August:

Creating a Dyslexia-Friendly School

Frustrated studentMonday, August 7, 2017 @ 2:00 pm – 3:00 pm EDT

Presented by Terrie Noland, National Director, Educator Engagement for Learning Ally
Sponsored by Learning Ally

Imagine that you are 10 years old and struggling to decode and read. When you walk through the doors of your school, does your school environment say, “You are welcome here and we are going to support you as a learner”?

In order to create a learning environment that feels safe, comfortable and empowering for students, schools need to adhere to some basic guiding principles and practices. In this edWebinar, Learning Ally’s Terrie Noland will share how to create a supportive culture for your students who are struggling readers. Terrie will present these three key guiding principles for making your school a positive learning environment for dyslexic students:

  • Notice me early
  • Give me the AT tools and accommodations that fit my needs as a learner
  • Create an environment in which I can thrive

There will be time to ask Terrie questions after her presentation. Any participants will receive access to a copy of Hidden in Plain Sight. Seven Common Signs of Dyslexia in the Classroom. An Educator’s Guide, a seven-page resource for building understanding and support for students with dyslexia.

This session is designed for K-8 administrators, general education teachers and special education teachers, as well as school librarians. Join us to learn how to make your school a friendly place for dyslexic students!

More information and registration for Creating a Dyslexia-Friendly School…

Support Struggling Readers Alongside Their Peers

Wednesday, August 30, 2017 @ 3:00 pm – 4:00 pm EDT

Presented by Terrie Noland, National Director, Educator Engagement for Learning Ally
Sponsored by Learning Ally

When students are identified as struggling readers in a tiered system of support (RTI/MTSS) process, it’s very easy to pull them out of the classroom to give them individualized instruction and support to address the gaps in their learning. However, this strategy keeps students away from class culture, away from important instruction and away from their friends—which can impact them socially.

In this edWebinar, Learning Ally’s Terrie Noland will explore:

  • Specific accommodations and tools to support student’s right in the general education classroom
  • Specific examples of how educators make the learning environment cohesive, yet differentiated, all at the same time
  • Pacing and implementing lesson plans for a positive, powerful impact on struggling readers

There will be time to ask Terrie questions after her presentation. This session is designed for K-8 administrators, general education teachers and special education teachers, as well as school librarians. Join us to learn how to support struggling readers in their general education classroom alongside their peers!

More information and registration for Support Struggling Readers Alongside Their Peers…

About the Presenter

Terrie Noland is the National Director, Educator Engagement for Learning Ally. She has more than 22 years of experience as both a trainer and developer of content for educators and administrators. Her focus for the past five years has been on the pedagogical practices needed to create effective environments for students with dyslexia. Terrie has trained groups numbering in the thousands helping to build better understanding of working with struggling readers. She is currently pursuing certification as an academic language therapist.


Photo credit: Image by Kristine Lewis licensed by CC BY 2.0

President Signs Dyslexia Bill Into Law

On February 18, 2016, President Obama signed to law the bipartisan Research Excellence and Advancements for Dyslexia Act (READ Act) (H.R. 3033). The READ Act, introduced by Science, Space, and Technology Committee Chairman Lamar Smith (R-Texas), supports important research to further our understanding of dyslexia, including better methods for early detection and teacher training.

From news release from the Committee on Science, Space, and Technology Committee:

Dyslexia affects an estimated 8.5 million school children and one in six Americans in some form. The House passed the READ Act last October with unanimous support and earlier this month approved a Senate amendment, sending the bill to the president’s desk for his signature.

Chairman Smith: ‘Today we can help millions of Americans have a brighter and more prosperous future. Despite the prevalence of dyslexia, many Americans remain undiagnosed, untreated and silently struggle at school or work.  We need to enable those with dyslexia to achieve their maximum potential. I am glad that the House and Senate were able to work together and send the president a good bipartisan bill to help accomplish this goal.’

The READ Act requires the president’s annual budget request to Congress to include the Research in Disabilities Education program of the National Science Foundation (NSF). As amended, the bill requires the NSF to devote at least $2.5 million annually to dyslexia research, which would focus on best practices in the following areas:

  • Early identification of children and students with dyslexia
  • Professional development about dyslexia for teachers and administrators
  • Curricula development and evidence-based educational tools for children with dyslexia

The READ Act authorizes dyslexia research projects using funds appropriated for the National Science Foundation. The bill would also authorize $2.5 million for research focused on other learning disabilities, including those which are also associated with dyslexia.

Chairman Smith introduced the READ Act with Rep. Julia Brownley (D-Calif.), who are co-chairs of the bipartisan Congressional Dyslexia Caucus. The Caucus is comprised of over 100 Members of Congress and is dedicated to increasing public awareness about dyslexia and ensuring that all students have equal educational opportunities.

More information…

Original Pub Date:

02/19/2016