Posts – Learning Disabilities Association of America

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States Recognize Learning Disability Awareness Month

Texas, Wisconsin, and Illinois have declared October 2025 as Learning Disabilities Awareness Month!

October is Learning Disabilities Awareness Month, and LDA is dedicated to sharing information about learning disabilities. To help us spread the word, you can request for your mayor or governor to declare October LD Month! And it’s easier than you think!

Below, we have forms that are easily customizable, which you can fill out in just minutes.

Download the sample letters below and get LD Month recognized in your state our town!

Mayor Letter Download

Governor Letter Download

Mental Health Awareness Month: Why It Matters for Individuals with Learning Disabilities

By Rachel Krueger

Each May, Mental Health Awareness Month gives us a chance to reflect on something that affects so many people. For those with learning disabilities, mental health conditions can be a co-occurring condition, and can often go unnoticed.

Organizations like the Learning Disabilities Association of America (LDA) are important because they help connect academic support with emotional support.

The Overlooked Connection

Learning disabilities affect how a person processes information, but it does not reflect their intelligence or their ability to learn. The challenges that come with having a learning disability can have a major impact on their mental health.

Many individuals experience:

Anxiety related to school performance
Low self-esteem from repeated struggles
Frustration and emotional overwhelm
Increased risk of depression

When a child’s mental health is overlooked or they don’t receive support, it can make learning much more difficult for them.

Why Mental Health Awareness Matters

Mental Health Awareness Month gives us an opportunity to:

Normalize conversations about emotional well-being
Reduce stigma around both mental health and learning disabilities
Encourage early identification and support
Empower families, educators, and advocates

For parents, this awareness is especially important, because it’s not only about academic success, but it is also about helping their child feel confident and supported.

The Role of LDA of America

The Learning Disabilities Association of America has long been a leader in advocating for individuals with learning disabilities.

Our work includes:

Promoting evidence-based practices in education
Supporting families with tools and resources
Advocating for policies that protect and empower individuals with learning disabilities
Raising awareness about the intersection of learning disabilities and mental health

LDA helps ensure that individuals with LD are not navigating these challenges alone.

What Support Can Look Like

Supporting someone who has mental health challenges can look like:

Creating safe spaces for open conversations
Celebrating strengths, not just addressing challenges
Providing tools that reduce overwhelm and increase confidence
Preparing for important moments (like IEP meetings) with clarity and organization

When individuals feel prepared and supported, their confidence grows, and that directly impacts their mental well-being.

Moving Forward Together

Mental Health Awareness Month is an opportunity to spread awareness and take action.

It reminds us that:

Learning disabilities and mental health go hand-in-hand
Support systems matter
Being a voice for your child can really make a difference

And most importantly, it’s about ensuring that no one feels alone in their journey.

Organizations like the Learning Disabilities Association of America are here to help enact meaningful change when all of us are part of the conversation.

A Final Thought

If you are a parent, educator, or someone who advocates for others, know that you are making a difference not just for your child, but for all children who have learning disabilities and mental health challenges.

Every conversation you have, every moment of support you provide, and every effort to understand can help create a stronger foundation for learning and lifelong mental health.

Standards for SLD Schools and Progams

Standard 1: The school/program embraces an interdisciplinary approach to instruction, intervention and support of students with SLD.

1.1 – Interdisciplinary Team Meetings: Teachers and specialists from different disciplines (e.g., special education, general education, speech therapy, occupational therapy) meet regularly (at least once a month) to discuss and plan instructional strategies, interventions, and supports for students with Specific Learning Disabilities (SLD).

1.2 – Collaborative Lesson Planning: Lesson plans are developed collaboratively by interdisciplinary teams, incorporating strategies and accommodations from multiple disciplines to meet the diverse needs of students with SLD.

1.3 – Integrated Intervention Plans: Individualized Education Plans (IEPs) or Personalized Learning Plans (PLPs) are created collaboratively by interdisciplinary teams, ensuring that interventions and supports are comprehensive and aligned across academic, behavioral, and social-emotional domains.

1.4 – Cross-Disciplinary Professional Development: Staff participate in cross-disciplinary professional development sessions focused on effective strategies for supporting students with SLD, enhancing collaboration and shared understanding among team members.

1.5 – Data Sharing and Analysis: Assessment data and progress monitoring results are shared and analyzed collaboratively by interdisciplinary teams, guiding decision-making and adjustments to instructional practices and interventions.

1.6 – Coordinated Support Services: Support services such as counseling, therapy, and academic support are coordinated and integrated into the daily routines and schedules of students with SLD, ensuring a seamless delivery of services across disciplines.

1.7 – Parent and Family Involvement: Opportunities are provided for parents and families to participate in interdisciplinary team meetings, ensuring their perspectives are considered in the development and implementation of interventions and supports for their child with SLD.

1.8 – Documentation of Interdisciplinary Collaboration: Records are maintained documenting interdisciplinary collaboration efforts, including meeting minutes, action plans, and progress notes, demonstrating a systematic approach to supporting students with SLD through interdisciplinary teamwork.

Standard 2: The school / program supports a dynamic and connected continuum of evaluation and instruction that is bidirectional and iterative in nature and enhances academic, social and emotional outcomes for students with SLD.

2.1 – Continuous Assessment: Assessment data for students with SLD is collected regularly (e.g., quarterly) and used to adjust instructional strategies and interventions in a timely manner.

2.2 – Data-Driven Instruction: Teachers utilize assessment results to inform instructional decisions, ensuring that lessons are tailored to the individual needs of students with SLD in both academic and social-emotional domains.

2.3 – Feedback Loops: Feedback mechanisms are established where teachers provide ongoing feedback to students with SLD on their progress, and students provide input on their own learning experiences and needs.

2.4 – Individualized Learning Plans: IEPs or personalized learning plans are developed and reviewed collaboratively by interdisciplinary teams, incorporating goals and strategies that promote academic, social, and emotional growth for students with SLD.

2.5 – Student Goal Setting: Students with SLD participate in setting academic and social-emotional goals aligned with their learning plans, and progress toward these goals is monitored and adjusted through ongoing assessment and feedback.

2.6 – Professional Development: Staff engage in professional development opportunities focused on best practices for dynamic assessment and instruction for students with SLD, ensuring that skills and knowledge are continually updated.

2.7 – Family Engagement: Families of students with SLD are actively engaged in the assessment and goal-setting processes, and they receive regular updates on their child’s progress and opportunities to provide feedback on the effectiveness of interventions.

Standard 3: The SLD school/ program curriculum is informed by content-specific (Literacy-Numeracy) research and evidence-supported practice.

3.1 – Research-Based Curriculum: The school/program curriculum for literacy and numeracy is regularly reviewed and revised based on current research in the field of specific learning disabilities (SLD).

3.2 – Alignment with Standards: Curriculum documents clearly demonstrate alignment with evidence-based literacy and numeracy standards (i.e. the Knowledge and Practice Standards for Teachers of Reading), incorporating research-supported practices for students with SLD.

3.3 – Differentiated Instruction: Lesson plans and instructional materials reflect differentiated strategies based on research-supported practices for teaching literacy and numeracy to students with SLD.

3.4 – Use of Evidence-Supported Interventions: Interventions for students with SLD in literacy and numeracy are selected based on evidence-based practices proven effective through research studies and academic literature.

3.5 – The school or program is structured to allow for direct, explicit, instruction, using evidence supported strategies and methods, throughout their K-12 education or until they have achieved mastery of those skills.

3.6 – Assessment of Effectiveness: The effectiveness of literacy and numeracy interventions and instructional practices is regularly assessed using data-driven methods to ensure alignment with research-supported practices.

3.7 – Professional Development: Staff engage in professional development opportunities focused on the latest research and best practices in literacy and numeracy instruction for students with SLD, ensuring continuous improvement of instructional methods.

3.8 – Parent Education: Resources and workshops are provided to parents on research-supported strategies and interventions for supporting literacy and numeracy development at home for children with SLD.

Standard 4: The SLD school / program understands, embraces, and honors the cultural and linguistic background of the child.

4.1 – Cultural and Linguistic Assessments: The school/program conducts assessments that consider the cultural and linguistic backgrounds of students with SLD, ensuring evaluations are culturally responsive and sensitive.

4.2 – Culturally Relevant Curriculum: Curriculum materials and instructional strategies reflect diverse cultural perspectives and experiences, integrating content that resonates with the cultural backgrounds of students with SLD.

4.3 – Language Support: Language support services (e.g., bilingual instruction, English as a Second Language (ESL) support) are provided based on the individual needs of students with SLD, respecting their linguistic backgrounds.

4.4 – Family and Community Engagement: Strategies are in place to actively engage families from diverse cultural backgrounds in decision-making processes, ensuring their perspectives are valued and incorporated into the educational plan for students with SLD.

4.5 – Professional Development to Develop Cultural Competence: Staff members receive ongoing training and professional development on cultural competence, enhancing their ability to understand and address the unique needs of students with SLD from diverse cultural backgrounds.

4.6 – Culturally Inclusive Environment: The school/program promotes a welcoming and inclusive environment where cultural diversity is celebrated and respected, fostering a sense of belonging for students with SLD and their families.

4.7 – Collaboration with Community Organizations: Partnerships with community organizations and cultural institutions are established to support the cultural and linguistic development of students with SLD, providing enriching experiences and resources.

Standard 5: The SLD school/ program actively engages in evidence supported practices to support social-emotional development and wellbeing

5.1 – The program integrates social-emotional learning (SEL) to support student confidence, resilience, and self-awareness.

5.2 – Mental health supports are accessible and tailored to meet the needs of students with SLD.

5.3 – Students demonstrate improved interpersonal and self-regulation skills relevant to academic and life contexts.

5.4 -Staff members receive ongoing training and professional development on child development, developing a positive classroom climate and social-emotional development to enhance their ability to understand and address the unique needs of students with SLD.

5.5- Families are provided with resources and workshops are provided to support and enhance their child’s social-emotional functioning.

Standard 6: The SLD school / program embraces the strengths of individuals with SLD as well as areas of difficulty.

6.1 – Strengths-Based Assessment: Assessments for students with SLD include identification and documentation of their strengths, talents, and interests alongside areas of difficulty, ensuring a comprehensive understanding of each student.

6.2 – Individual Strengths Development: Individualized Education Plans (IEPs) or personalized learning plans explicitly include goals and strategies to develop and enhance the strengths and talents of students with SLD.

6.3 – Strengths-Based Instructional Strategies: Teachers incorporate instructional strategies that leverage the strengths and interests of students with SLD into lesson plans, promoting engagement and motivation in learning activities.

6.4 – Student Self-Assessment: Opportunities are provided for students with SLD to self-assess their strengths and areas of difficulty, encouraging self-awareness and self-advocacy skills.

6.5 – Celebrating Achievements: Achievements and progress in both academic and non-academic areas are regularly acknowledged and celebrated for students with SLD, fostering a positive learning environment.

6.6 – Peer and Mentor Support: Peer mentoring programs or partnerships with older students or community mentors are established to provide support and encouragement based on the strengths of students with SLD.

6.7 – Professional Development on Strengths-Based Approaches: Staff participate in professional development opportunities focused on strengths-based approaches for supporting students with SLD, enhancing their ability to implement effective strategies.

6.8 – Parent Education on Strengths-Based Approaches: Resources and workshops are provided to parents on identifying and nurturing the strengths of their child with SLD, supporting positive reinforcement at home.

Standard 7: The school / program provides an educational program that leads to improved academic and real-life outcomes for students with specific learning disabilities (SLD).

7.1–Transition planning begins early, incorporates goals that promote independence and provides explicit instruction in life skills (e.g., time management, self-advocacy, financial literacy, communication).

7.2-–Students participate in community-based experiences or simulations that promote real-life competence.

7.3–The program supports students in exploring and preparing for multiple postsecondary pathways (e.g., college, vocational training, employment).

7.4- Families, including the student when age-appropriate, are engaged as active partners in planning and evaluating their child’s educational and life goals.

7.5- The school / program tracks data to evaluate post-program outcomes (e.g., high school graduation, post-secondary education, employment).

LDA’s Specific Learning Disability Evaluation Principles and Standards

The purpose of these new, interdisciplinary Principles and Standards is to provide a guide for best practices in the evaluation and identification of SLD. The standards outline a process professionals can use to develop a comprehensive evaluation and written report that describe: the nature of the specific learning disability; the area and levels of impairment; subject areas and personal areas of strengths; cultural and linguistic diversity of the student; and specific considerations for practitioners to develop individualized interventions designed to meet the unique academic, linguistic, social, emotional, and behavioral needs of the student.

The SLD Principles and Standards presented in this document are the product of a yearlong interdisciplinary, research-based collaboration between professional representatives/ambassadors from the fields of school psychology, cognitive psychology, speech and language pathology, special education, literacy, mathematics education, and medicine. It is our hope that scholarly discourse around these research-informed Principles and Standards will lead to an increased capacity to meet the needs of students with SLD, especially for those students who are culturally, racially, and linguistically diverse.

Read The Standards

Principles And Standards Resources

Principles of The SLD Evaluation Standards

Standards for the SLD Evaluation

LDA Mourns the Passing of Dr. Larry B. Silver

Larry B. Silver, M.D., a pioneering child and adolescent psychiatrist, renowned author, and tireless advocate for children with learning disabilities and ADHD, passed away on April 7, 2026, at the age of 92.

Dr. Silver was widely recognized as a preeminent authority on the psychological and social impacts of neurologically based disorders. His professional journey was marked by significant leadership roles, including serving as the Acting Director and Deputy Director of the National Institute of Mental Health (NIMH) and Professor of Psychiatry and Pediatrics and Chief of the Division of Child and Adolescent Psychiatry at the Robert Wood Johnson School of Medicine. He later served as Clinical Professor of Psychiatry at Georgetown University School of Medicine, where he also directed the training program in child and adolescent psychiatry. Dr. Silver maintained a private practice in the Washington, D.C. area for over 30 years. He was known among his patients and colleagues for his warmth, his tireless efforts to improve the quality of life for children, and his firm belief that with the right support, every child could succeed. He authored more than 150 publications, most notably the seminal book The Misunderstood Child: Understanding and Coping with Your Child’s Learning Disabilities, which became a foundational resource for families navigating the education system.

Dr. Silver was a founding member of the Learning Disabilities Association of America. He served as President of the LDA Board and in1992 he received this Association’s highest award, The Learning Disability Association Award, for outstanding leadership in the field of learning disabilities. In 1996 he received the American Academy of Child and Adolescent Psychiatry’s Berman Lifetime Achievement Award for his contributions to the study and treatment of Learning Disabilities.

LDA is grateful for Dr. Silver’s dedication to the mission of LDA and to children with learning disabilities and their families. We feel especially honored that, before his death, he asked his family to ask for donations to LDA in his memory.

LDA’s Statement on Disparaging Comments About Individuals with LD

The Learning Disabilities Association of America stands with NCLD in condemning recent remarks made by the Administration suggesting that someone with a learning disability should not serve as president, and thus associating learning disabilities with low intelligence.

In fact, individuals with learning disabilities are capable of high levels of educational and career achievement when provided with the appropriate education and support.

Learning disabilities like dyslexia (reading), dyscalculia (math), and dysgraphia (writing), impact how the brain processes information and can make learning more challenging, but not impossible. Numerous professionals, entrepreneurs, academics, and researchers with learning disabilities often credit working through their challenges with building their resilience and ability to persevere in the face of adversity.

Over 2.3 million students in the United States have been diagnosed with a learning disability. Even in 2026, many are sitting in classrooms where they are misunderstood, and told they are not intelligent, or have limited potential.

Learning disabilities are lifelong, and the stigma attached to LD can follow these students into adulthood. Many employees are afraid to disclose their learning disability in the workplace, even to receive accommodations, because of the real possibility of experiencing discrimination.

LDA was born out of the efforts of parents, professionals and individuals with LD to secure educational rights and remove obstacles to career and life success that stem from misunderstanding and stigma. For over 60 years, LDA has battled the stigma against learning disabilities, and in 2026 there is still work to be done. Our voices are needed to ensure that hard fought rights are protected. Please consider joining or donating to LDA today so we can continue our important advocacy work!

LDA’s Position on the 21st Century Dyslexia Act

The 21^st Century Dyslexia Act is proposed bipartisan federal legislation (H.R. 6052, S. 3010) designed to alter how public schools identify and support students with dyslexia by removing it from the broad “Specific Learning Disability” category in the Individuals with Disabilities Education Act (IDEA) and establishing it as a distinct disability category. The Learning Disabilities of America (LDA) has grave concerns about the potential impact of this proposed legislation.

LDA recognizes dyslexia as the most researched and best understood specific learning disability. It should be noted that LDA is not alone in this understanding; the International Dyslexia Association recently published an updated, research informed definition of dyslexia that affirms that dyslexia is indeed a specific learning disability. Research indicates that many students with dyslexia have other co-occurring learning disabilities such as dyscalculia and dysgraphia. Separating dyslexia from other SLDs ignores this reality and can potentially create confusion or even siloing of services. LDA sees values in evaluation teams using the terms dyslexia, dyscalculia and dysgraphia to further describe specific learning disabilities. However, we do not support a hierarchy of learning disabilities that could be implied if dyslexia were separated out as a stand-alone eligibility category.

In H.R. 6052, S. 3010, dyslexia is defined as “…an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell.” Defining dyslexia as “unexpected” based on “intelligence” harkens back to an IQ-achievement discrepancy model of identification. This model is not backed by research and has been rejected by LDA and by the National Association of School Psychologists. Additionally, referencing phonological processing difficulty alone, might lead educators to exclude students who have intact phonological processing, but who otherwise meet criteria for dyslexia.

Also of concern is that the definition of dyslexia in the bill does not include exclusionary factors. The omission of a requirement to consider these factors could result in misidentification of dyslexia. Ruling out factors such as English language proficiency and lack of adequate instruction is critical to prevent over or under identification of students with dyslexia and which could also result in improper interventions. It is important to note that IDEA’s requirement to consider exclusionary criteria, does not preclude low-income students, English language learning students, or students with co-occurring emotional disorders or sensory impairments from being identified as a student with a specific learning disability. Rather, it requires the evaluation team to determine that these conditions are not the primary cause of the learning difficulties. Inadequate consideration of these factors has long resulted in some students being erroneously identified and/or denied appropriate services based on their needs.

LDA agrees with other special education advocacy organizations, that now is not the time to amend IDEA. With the dramatic changes at the Department of Education, discussions about future oversight of the Office of Special Education Programs, and uncertainty about education funding going forward, opening IDEA to amendment seems to be far too much of a risk.

LDA Recognizes 2026 Educator of the Year

The Learning Disabilities Association of America (LDA) will honor Dr. Phip Ross with the 2026 Sam Kirk Educator of the Year Award at LDA’s 63rd Annual International Conference in St. Louis.

The award, named in honor of Dr. Samuel Kirk, a pioneer in the field of learning disabilities, is given to an outstanding educator who has made significant contributions to the field.

“LDA is pleased to honor Dr. Ross with the 2026 Sam Kirk Award” said LDA’s CEO, Cindy Cipoletti. “Dr. Ross’s dedication to innovative education for students with learning disabilities embodies the mission of LDA.”

Ross is a faculty member and program chair of Developmental English at Southeast Community College (SCC) in Lincoln, Nebraska. Ross’ dedication to supporting struggling learners led him to study learning differences at Landmark College, where he later became an adjunct faculty member.

Based on his research on improving instruction, Ross led the effort to redesign the structure and curriculum of class sequences at SCC. Ross also facilitates trainings with faculty and tutors to promote an understanding of learning disabilities.

“As a college instructor, required accommodations for students have provided a curtain more than an aid to instruction,” Ross said, “I am driven to explore opportunities for students. I consider myself lucky to have so many educators, parents and students to help me rearrange the ‘furniture’ of curriculum.”

Ross developed the framework of what would become SCC’s Transitions Program, a non-credit course that helps to prepare students for college-level coursework with practice in reading, writing, math, computer and study skills. Since its inception, the Transitions Program has helped thousands of students who had struggled to place into credit courses.

Carolee Ritter, Dean of Arts and Sciences at Southeast Community College, praised how Ross is moving the college to be more inclusive for all learners.

“Dr. Ross has focused on improving the institution to adapt to students, not change who students are,” Ritter said.

The Sam Kirk Award will be presented to Dr. Ross on February 17, 2026 at the Marriott St. Louis Grand Hotel during the LDA Annual International Conference.

LDA Recognizes Learning Disability Expert with Highest Honor

The Learning Disabilities Association of America (LDA) will honor Dr. Nancy Mather with The LDA Award at LDA’s 63rd Annual International Conference in St. Louis, MO. This award is the highest honor given by LDA, and is presented in recognition and appreciation of outstanding leadership, support and dedication in the field of learning disabilities.

For her entire career, Mather has been dedicated to serving individuals with learning disabilities through her teaching and scholarship. Mather is currently Professor Emerita at the University of Arizona in Tucson in the Department of Disability and Psychoeducational Studies, and has served as a learning disabilities teacher, a diagnostician, a university professor, and educational consultant.

“LDA is honored to present Dr. Mather with the 2026 LDA Award,” said LDA’s CEO, Cindy Cipoletti. “Dr. Mather has been a pioneer in the field of learning disabilities, and her contributions to the field have ensured that thousands of students succeed in school.”

“I have tried to determine the best ways to assess, help, encourage and support both children and adults with specific learning disabilities so that they can be successful in school and life. It has been such a rewarding career, and I thank LDA for this special recognition,” Mather said.

Mather was the last special education doctoral student of Dr. Samuel Kirk, who was known as “the father of learning disabilities,” for his significant contributions to the field.

“Dr. Kirk taught me about the children who were capable in so many ways but struggled to learn to read, write or do math,” Mather said.

Mather has published articles, books and workshops on assessment and instruction for learning disabilities, both nationally and internationally. Mather is also a co-author of the Woodcock-Johnson IV and V assessment systems.

LDA’s Education Director, Dr. Monica McHale-Small, said that one of Mather’s greatest contributions is her ability to translate complex research into practical tools for school psychologists and educators.

“From the start of her decades-long career, Nancy Mather’s work has directly shaped how learning disabilities are understood, identified and addressed in schools,” McHale-Small said.

Dr. Mather will receive the LDA Award on February 16, 2026 at the Marriott St. Louis Grand Hotel at the LDA International Conference, where she will also be presenting a lecture on the use and interpretation of the Tests of Dyslexia.

LDA Announces Leadership Transition

Learning Disabilities Association of America Announces Leadership Transition – CEO Cindy Cipoletti to Step Down by End of February 2026

PITTSBURGH, Pa. — October 30, 2025 — After six years of leadership, Cindy Cipoletti, Chief Executive Officer of the Learning Disabilities Association of America, announced that she will step down from her role by the end of February, 2026. The LDA Board of Directors will initiate a national search for the organization’s next CEO to ensure a smooth and orderly transition.

“Serving LDA’s mission of supporting, educating, and advocating for individuals with learning disabilities has been my honor,” said Cindy Cipoletti, CEO. “I am incredibly proud of our team, our affiliates, and our partners across the country who work every day to expand access to high-quality education, resources, and supports for individuals with learning disabilities. Over the coming months, I’m committed to a seamless transition that keeps LDA’s momentum strong.”

Under Cindy’s leadership, LDA expanded educational programming and resources for families and professionals, and cultivated meaningful partnerships with like-minded organizations across the country and around the world, positioning LDA as a respected collaborator in the learning disabilities community.. The organization also advanced initiatives focused on accessibility, educator training, and inclusive practices that reduce stigma and improve outcomes for individuals with specific learning disabilities.

“LDA has been fortunate to have Cindy serve as the leader of this organization for the last six plus years” said LDA Board Chair, Kevin Gailey. “Cindy has a tremendous passion for the LD community. The national office, the state affiliates and the LDA membership as a whole have benefited from her time as CEO and will miss her greatly. We wish Cindy the best as she moves forward with the next steps of her career. “

Cipoletti made significant internal improvements to the organization’s operations, enhancing efficiency, transparency, and long-term sustainability. Her tenure brought greater alignment between national and state affiliates, the modernization of administrative and financial systems, and the implementation of a healthy infrastructure to support future growth.

“I’ve been connected with Learning Disabilities Association of America (LDA) for many years, starting in the mid-1980s when the organization was known as The Association for Children with Learning Disabilities (ACLD)“ said Dr. Douglas Fuchs, Nicholas Hobbs Chair and Professor of Special Education Emeritus at Vanderbilt University, and member of LDA’s Professional Advisory Board. “Through Cindy’s efforts and those of her colleagues, LDA has become, once again, a strong and respected presence in the disability community, safeguarding the education of millions of children and youth with significant learning problems.”

LDA’s Board is conducting an executive search and will share updates as they are available. Cindy will remain in her role through the end of February 2026, partnering closely with the Board, staff, and key stakeholders to maintain organizational continuity across programs, advocacy, membership, and the annual conference.

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About the Learning Disabilities Association of America (LDA)

The Learning Disabilities Association of America is a national nonprofit organization dedicated to creating opportunities for success for individuals with learning disabilities through support, education, and advocacy. LDA provides research-informed resources for families and professionals, professional development for educators, and advocacy that promotes equitable access to education, employment, and community life. To learn more, visit ldaamerica.org.

Media Contact:

Lauren Clouser Marketing and Communications Coordinator

Learning Disabilities Association of America

Lauren@ldaamerica.org

412.341.1515

Learning Disabilities Association of America (LDA) Statement on the Termination of Office of Special Education Programs (OSEP) Staff

The Learning Disabilities Association of America (LDA) has been monitoring the government shut-down and the recent reports that nearly all staff at the Office of Special Education Programs (OSEP) have been notified of termination. This is deeply troubling for the millions of children with learning disabilities who depend on the programs, protections, and oversight that OSEP provides.

OSEP is the federal agency responsible for ensuring that the Individuals with Disabilities Education Act (IDEA) is carried out fairly and effectively across the country. In 1979, the Bureau of Education for the Handicapped (BEH) was reorganized as OSEP under the umbrella of the Office of Special Education and Rehabilitative Services (OSERS); part of the newly created United States Department of Education. The formation of OSEP was the direct result of the advocacy efforts of disability rights organizations, professional organizations and parent voices which included members of LDA.

To this day, OSEP’s work helps to guarantee that students with learning and other disabilities receive individualized instruction, specialized services, and the supports they need to thrive in school by managing federal funding to states and districts, compliance and accountability monitoring, and developing policy guidance. OSEP also funds research to improve educational practices for students with disabilities, training for teachers, and family support centers— all vital to making sure no child is left behind because of their learning needs.

OSEP guidance is often the backbone of special education litigation — it clarifies how federal law should be applied in real-world situations. Courts frequently look to OSEP interpretations to understand the intent and implementation of IDEA. Citing OSEP guidance can be essential in demonstrating both compliance and violations under the law.

If OSEP’s workforce is eliminated, the ripple effects would be profound: schools could lose access to crucial federal guidance, states could struggle to meet their legal obligations, and families would have fewer places to turn for help navigating special education. Students with learning and other disabilities already face many barriers to receiving the education and support they need and are entitled to under the law. OSEP guidance letters and “best practice” resources assist educators as they work to remove those barriers and improve educational outcomes for students with disabilities. The elimination of the cadre of experts at OSEP and the information and resources they create, will result in greater inequities in classrooms nationwide and will be a major blow to ensuring all students with disabilities receive the free appropriate public education (FAPE) mandated by the IDEA.

Now is the time for collaboration. LDA stands ready to work alongside Congress, the Administration, educators, and families to fulfill OSEP’s mission “to improve outcomes for children with disabilities… and their families”, and ensure “access to fair, equitable, and high-quality education and services”. LDA will continue to advocate for accountability and federal oversight of IDEA compliance and the protection of the hard-fought rights of students with learning and other disabilities.

More than 60 national organizations, including LDA, are calling for a Senate Oversight Hearing due to troubling actions that have not been approved by Congress and create immediate risks of harm to every individual with a disability. Tell the US Senate to protect children with disabilities and the IDEA.

Visit: https://copaa.salsalabs.org/protectchildrenideareinstateeducationemployees/index.html

The Learning Disabilities Association of America (LDA) is a membership-based, non-profit organization of parents, educators, adults with LD, professionals, and academic researchers with 30 state affiliates and members in every state and territory. Established in 1963 as a grassroots movement, LDA’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. For more information, go to www.ldaamerica.org.