LDA of Maine

The Learning Disabilities Association of Maine is the Maine state affiliate of LDAA serving children and adults with specific learning disabilities, their families, professionals, and community members since 1980.

In March of 1963, parents of children with learning disabilities from local support groups developed a national organization which was incorporated in 1964 as the Association for Children with Learning Disabilities (ACLD). From those beginnings, the Learning Disabilities Association of America (LDAA) has grown to serve tens of thousands of members with learning disabilities, their families and the professionals who work with them.

As the Maine affiliate of LDAA, the Learning Disabilities Association of Maine (LDA-ME) is the only nonprofit family organization whose mission is to provide support, education, and advocacy statewide to individuals with learning disabilities and co-existing disorders. Our Board of Directors and committee members are composed of individuals with learning disabilities, their parents, and concerned professionals.

Our services are free to youth with learning disabilities and their families thanks in part to funding provided by the Maine Department of Special Education.

P O Box 1013
Windham, ME 04062

Affiliate Contact:  
(877) 208-4029
Contact Email: info@ldame.org
Affiliate Email:

Affiliate News & Events

LDA National News

  • LDA is Proud to co-lead Project TENDR

    Project TENDR Releases Consensus Statement about Toxic Chemicals and Brain Development For the first time, leading scientists, medical experts, and health advocates have reached consensus that scientific evidence clearly shows toxic chemicals are contributing to neurodevelopmental disorders. On July 1 st , a consensus statement was published in EHPonline which outlines the risks and actions that can be taken. This agreement among leading scientists and health experts would not have been possible ten years ago, but the research is now abundant and clearly shows that toxic chemicals are a serious threat to brain development. TENDR is led by Co-Directors Maureen… Read More »

    LDA Legislative News – June 2016

    Education Department Proposes ESSA Regulations The U.S. Department of Education has issued draft regulations to implement the Every Student Succeeds Act (ESSA), and now the public gets to comment. The regulations address school accountability, data reporting, and consolidated State plans. In May the regulatory process began with a panel of negotiators examining draft regulations related to assessment and supplement-not supplant rules. The panel was only able to agree on draft regulations on assessment, but the Department has not included those in the current package. “Adequate yearly progress” and other features of the federal accountability system included in No Child Left… Read More »

    LDA Legislative News – May 2016

    Proposed Disproportionality Regulations Problematic The U.S. Department of Education wants to identify and help states and local districts address occurrences of significant disproportionality based on race and ethnicity in the way they identify and place students with disabilities and impose disciplinary actions. LDA has responded to the Department’s request for comments on proposed regulations to the Individuals with Disabilities Act (IDEA) to ensure equity in the application of the law. The proposed regulations are targeted at helping states determine when significant disproportionality based on race and ethnicity occurs in identifying children as children with disabilities in certain disability categories and… Read More »

    LDA Comments on the Notice of Proposed Rulemaking

    LDA has responded to the U.S. Department of Education’s proposed regulations on significant disproportionality. The Department proposed a complicated uniform mathematical calculation and expanded use of “early intervening” funds for pre-K and students with disabilities. After much consideration, LDA opposed the adoption of a uniform methodology, noting that any “formula” for calculating significant disproportionality of racial and ethnic groups in special education must be flexible and account for the broader variables that may contribute to the overrepresentation.

    Read more…