2019 Early Conference Registration Open!
With the proper supports, the 1 in 5 can thrive. Come to #LDACon in February to learn from professionals across the country who will be presenting the latest research and best practices for individuals with learning and attention issues.
The Learning Disabilities Association of America believes that every person with learning disabilities can succeed in school, at work, in relationships, and within the community when provided the right supports and the right opportunities.
Committed to the study of learning disabilities through all stages of life, this journal provides the most current information on research, practice, theory, issues, and trends to broaden understanding and improve quality of life.
Learning Disabilities Association of America created the Healthy Children Project to raise awareness, promote policies and practices, and to build a nationwide network of LDA members to protect children’s health and reduce toxic exposures.
Sen. Udall, Senate Leaders Introduce Bill to Ban Chlorpyrifos Nationwide
MEDIA CONTACT: Maureen Swanson, Healthy Children Project Director, Learning Disabilities Association of America, 724.813.9684 Sen. Udall, Senate Leaders Introduce Bill to Ban Chlorpyrifos Nationwide Legislation endorsed by Learning Disabilities Association of America, one of the plaintiffs fighting Chlorpyrifos in the courts Washington, DC (March 28, 2019) – A day after President Trump’s EPA once again argued for delaying its own ban of chlorpyrifos in court, Senator Tom Udall (D-NM) introduced the Protect Children, Families and Farmworkers from Nerve Agent Pesticides Act, legislation that would ban the dangerous chemical. The Learning Disabilities Association of America calls on Congress to act swiftly to pass… Read More »
LDA Applauds Bipartisan Bills to fully fund IDEA
For decades a LDA legislative priority has been the full funding of IDEA. LDA wants to recognize and applaud Senators Van Hollen (D-MD) and Roberts (R-KS) and Representative Huffman (D-CA), Senate and House bill sponsors, as well as their co-sponsors, who have just introduced bipartisan bills to fully fund the IDEA (S. 866 and H.R. 1878). Call or email your Senators and your Representative. Tell them you are a constituent and a member of the Learning Disabilities Association of America, and that you support these bills! If your senators and representative have not yet signed on as co-sponsors, ask them… Read More »
LDA Condemns Fraud in College Admissions Testing Accommodations
Pittsburgh, PA, March 12, 2019. Today the FBI announced an investigation, code-named Operation Varsity Blues, that uncovered a network of wealthy parents who paid thousands of dollars to a college-admissions private counselor to boost their children’s chances of gaining entrance into elite colleges. The U.S. Attorney for Massachusetts Andrew Lelling stating, “There can be no separate college admission for wealthy, and I will add there will not be a separate criminal justice system either.” The investigation also revealed that the counselor facilitated the cheating by instructing parents “to seek extended time for their children on college entrance exams, which included having the… Read More »
Every state in the nation and the District of Columbia spent more money per student on public elementary and secondary education during the 2017 fiscal year, continuing a trend of increased investment after recession-driven budget cuts at the federal, state and local level at the start of this decade. New tables released this week by the U.S. Census Bureau show an average spending increase of 3.7% to $12,201 per pupil, compared to $11,763 per pupil in 2016. Fueling that spending is a rise in funding. In 2017, public elementary and secondary education revenue from all sources tallied up at $694.1 billion, up 3.4% from $671.2 billion in 2016.
School Spending On the Rise, Census Shows
usnews.com
Several East Coast states were among those spending the most per pupil in 2017.In my many decades of critiquing special education evaluations, IEPs, and progress reports from various New York, New Jersey, Pennsylvania, and Delaware schools, and in speaking to innumerable parents, teachers and other IEP team members, I've gained an overwhelming impression: Little, if any, valid progress monitoring occurs. Instead, many special education teachers and case managers rely primarily on their subjective memories to judge their students' progress.
MultiBrief: The needless struggles of struggling readers: Professional preparation and expertise
exclusive.multibriefs.com
Once in special education, struggling readers (SRs), such as students with dyslexia or mild-to-moderate cognitive impairment, often make little or no progress in reading and writing. They often regress. This doesn’t make sense. After all, they have smaller classes taught by special education teach...Join us in Orlando! Registration is now open. ldaamerica.org/2020-early-registration-orlando/ #LDACon2020Florida is hosting the 2020 conference #LDA in Orlando. Make your plans now...where else would you want to be in February 2020?
Less than 1 in 5 general education teachers feel "very well prepared" to teach students with mild to moderate learning disabilities, including ADHD and dyslexia, according to a new survey from two national advocacy groups. The survey found that only 30 percent of general education teachers feel "strongly" that they can successfully teach students with learning disabilities—and only 50 percent believe those students can reach grade-level standards.
Most Classroom Teachers Feel Unprepared to Support Students With Disabilities
blogs.edweek.org
A survey from the National Center for Learning Disabilities and Understood.org finds a teaching corps that lacks confidence in their ability to meet the needs of millions of children with disabilities in the nation's public K-12 schools, but wants the training, support, and guidance to improve.A new Portland State University study suggests that the likelihood of a child being classified with an educational disability depends on the characteristics of their school and how distinctive they are from their peers. The study, published in the journal Society and Mental Health, found that disability classifications do not occur reliably across schools. The study used annual child- and school-level data from 378,919 children in a large urban school district between 2006 and 2012.
A student's disability status depends on where they go to school
sciencedaily.com
A new study suggests that the likelihood of a child being classified with an educational disability depends on the characteristics of their school and how distinctive they are from their peers.
