2016 Conference Registration Fees

Online registration is open now. For budgeting purposes, the registration rates for 2016 will be as follows:

Full 4 Day Registration

Early Bird*:     LDA Member – $300            Non Member – $450

Regular:          LDA Member – $350            Non Member – $500

Student:           LDA Member – $110             Non Member – $160

Single Day Registration

Early Bird*:     LDA Member – $175            Non Member – $225

Regular:          LDA Member – $200            Non Member – $250          

*Early Bird Pricing ends on January 31, 2016

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Comments

  1. For the students that go to universities that are flunking their classes for three points. How do you get the universities to help these students get a passing grade differentials teaching is in regular school. What is the strategy for university students many of African Americans have learning disabilities are dropping out of school there needs to be some kind of accommodations that’s in the curriculum that the college professors have to help the students earn a passing grade. The professors can see by the testing where these students have concerned and the curriculum should have in place to help the students earn they’re passing grade where they are failing in their test. This should be a concern for all people helping the disabled to be academic successful thank you

    • JAMIE BROWN says:

      I am a parent who has an African American student at a college where he is struggling and I have reached out to his college. The college are not always helpful and does not have empathy to the students needs.

      • Zelda Jones says:

        If your college age student has an IEP from high school, the disability director or department that cover that area must comply. If your student does not have an IEP, typically, tuition and fees covers the necessary tests which pinpoint the student’s area of need. Universities that offer post doctorate degrees in Psychology sometimes offer free tests administered by students and supervised by department heads.

        Once you obtain the necessary tests, familiarize yourself with your student’s particular needs. The summaries from the tests results provides recommendations. That is what you need to present to one whose job it is to enact the accommodations. Do your homework, research family history of LD and your student’s academic history. Then you are able to advocate for him or her. And yes, you can! I advocated for my oldest son from Kindergarten to college. He graduated from college and started teaching. The youngest is in college and struggling a bit, but he wants to advocate for himself. I’m an African American.

        • Louise Bedrossian says:

          I would like to comment on the information posted by Zelda Jones. As a former director of a disability services office with more than 30 years of experience with students having disabilities, I can definitively state that having an IEP alone may not be sufficient, although it will certainly help in obtaining accommodations. The ADA and Section 504 of the Rehabilitation Act have somewhat different provisions for adults in higher education than those of IDEA.

          Accommodations in higher ed. are based on functional limitations, and those must be clearly stated in documentation which the student is responsible for providing to the designated individual or office at the institution. (this should not be given directly to a professor.)

          The higher ed. objective is “access,” rather than “success,” as it is in K-12. Students (perhaps assisted by their parents and concerned family members) must advocate for themselves. Parents should not contact professors directly, for instance. And FERPA prohibits the disclosure of most information to parents too.

          The best route for students is to contact the disability services office and make the staff of that office their best friends on campus. This office is equipped to determine the most appropriate accommodations, verify that (usually by providing the student with a letter for professors), and most importantly will typically offer students guidance on learning and other strategies that can be employed toward academic success. They can reiterate the campus resources that are most helpful for students with disabilities and direct them to the appropriate offices for additional help.

          College life is quite different that in the K-12 environment. Professors are not provided with specific information on the student’s disability, such as access to confidential neuropsychological testing. Students’ specific confidential disability information is not disclosed to professors, but students themselves may choose to share certain aspects of their own learning style with a professor.

          Students, with appropriate accommodations, must meet the same learning goals as any other student. And you probably know that admission criteria are the same regardless of disability status. Accommodations may differ from those in high school too. For instance, students must answer all exam questions, not a more limited number, and the class reading and homework assignments are not shortened. Students may be given extended time to take a test, or it may be provided in an alternate format for access, such as using assistive technology that provides access to the exam through text to voice, or perhaps by using enlargement software.

          Again, the disability services professional is concerned with equal access for students with disabilities, but must not provide and unfair advantage.

          Young adult students transitioning from high school, both with and without disabilities, find it difficult to make the jump to self-advocacy, time management and consistently responsible decision-making. Freshman year is both a time of adventure and a time of significant personal growth. For students with disabilities who have not had to completely understand their functional limitations, are not well informed about related academic strategies and/or have weak self-advocacy skills, it can be that much more challenging.

          Working closely with the disability services office, tutoring centers, counseling centers, their professors , and other campus resources, students can experience success. I have often witnessed amazing results and 180 degree turn-arounds! Parents can best help by encouraging students to use available resources, supporting their use of appropriate strategies, and acknowledging that their adult children do have a more difficult task than those without disabilities. Being a cheer leader and espousing a belief in them is critical. Doing it for them is undermining.

          It may be useful for those with disabilities to take a lower course load, and consider fewer hours of employment, given that they will need longer to study and master the course material. Obtaining and using assistive technology will help them to access the material in a more effective manner and assist them in producing the required written papers and exams effectively. Encourage and support the use of technology.

          Also remember that in higher education professors are not required to amend the curriculum for those with disabilities. Although multi-modal teaching strategies are always encouraged, professors are hired for their expertise in their discipline and typically come to the job with no specific training in teaching, although teaching supports are usually provided to professors. Students can always visit their professors in their offices if they have questions, but should not expect that they will receive a complete lecture to be repeated for them individually.

          It is the goal of professionals in higher education to support the success of students, but students must also realize their own larger responsibility and the differing demands and ADA/504 requirements in college, as compared to high school.

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