Shelley Dannenberg, Dyslexia Testing and Information Services Part II

(more extensive show notes coming after resolution of technical issues- hope it will be later today.)

Show # 87 Shelley Dannenberg, Dyslexia Testing and Information Services

Shelly Dannenberg is a certified Dyslexia Testing Specialist, an Ohio licensed teacher with 9 years teaching experience in Language Arts and Reading, and the parent of a dyslexic child. Shelley has taught in both regular education and special education classrooms and has tutored many students with learning disabilities. In today’s show, we discuss what dyslexia is, how it effects kids in schools, and discuss how early intervention is the key to helping kids with dyslexia succeed in school.

Dyslexia is genetic and is a language processing disorder. In people without dyslexia, three centers of the brain work cooperatively to process language, for reading, writing and spelling. Functional MRI scans show that people with dyslexia do not have these areas working cooperatively, causing them to process language is a different way. Often there is a family history of dyslexia and/or school struggle, but often adults were not properly diagnosed as children. As many as 40% of kids with dyslexia also have concurrent ADHD, so you need to address attentional issues as well.

There are so many excellent resources available to help people better understand dyslexia and other language based learning disorders- We’re starting a new page here on the LD Podcast site just for dyslexia, with other LD specific pages coming soon. Finding information, research, and the tools you need to help your child or student is the first step to helping a struggling child feel the thrill of success. Let us know if these resources are helpful and if you have any to add- drop me a line at ldpodcast@gmail.com !

Shelley and I discuss things you might look for as early signs of dyslexia or other language processing disorders:

Preschool age kids:

Chronic ear infections, severe childhood illnesses
Speech delay
Early stuttering
Late in establishing a dominant hand

Elementary School:

Is reading slow and labored?
Is it choppy? Inaccurate?
Do they skip words?
Do they guess at words based on the shape or beginning letters?
Misreading prepositions and common prepositions?

Do they dread going to school?
Do they have terrible spelling, or have no carry over for the spelling words they just learned last week, in the next lesson?

Many have trouble with math- they have problems with memorizing rote information

Kids with language based processing issues may have a bunch of different labels, including things like expressive language disorder. The most important part of any label is not so much “what” it is, but that it is the key to access for services in a school setting, so kids can get the help and accommodations they need to be successful in school.

Children are painfully aware that they are struggling- what we need to do is construct education and strategies that help them learn and succeed, rather than constantly focusing on their deficits.

Links:

Shelley’s Website- Dyslexia Testing and Information Services
International Dyslexia Association

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Show # 51: Peter Wright of Wrightslaw

Peter Wright is a well-known attorney, specializing in special education law. He argued an important special education case, Florence County School District v. Carter, before the Supreme Court. This is particularly impressive, since Pete himself has learning disabilities, and talks openly about his struggles in school as a child.
Pete has also written many books, including From Emotions to Advocacy, Special Education Law, and No Child Left Behind. The books empower parents to understand what the laws governing special education say and allow, helping parents to become more effective advicates for their children in the process.

In part I of our conversation, Pete discusses the difference between an IEP and 504 accommodations, and why you might want one over the other, and while children with disabilities are entitled to a free and appropriate education, this does not mean they are entitled to the “Best” education, only an adequate one.

One specific section of the law we talk about is 20 USC Sec. 1414- Evaluations, Eligibility Determinations, Individualized Educations Programs, and Educational Placements. In this section, either a parent or a State educational agency can request an evaluation, but the “clock” only starts ticking when the parent consents to the evaluation. The State then has 60 calendar days, under the federal statute, to complete the evaluation. If parents request testing but don’t specifically consent. using this language at the same time, the State can legally drag their feet until they receive a “consent”- then they are on the 60 day clock.

This is but one of the examples of “magic language” parents need to know to protect their child’s rights, and I know you’ll find Pete’s information useful and enlightening.

Please email us with your feedback about shorter vs. longer shows, and any comments- ldpodcast@gmail.com, or call our voicemail line, (206) 666-2343.

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Show #50: Conversation with Paige Heninger of Mommycast – Moms & Kids with ADHD

Paige is one of the two fantastic moms who started the first podcast I ever listened to, Mommycast. Paige and Gretchen also inspired me to start the LD Podcast, and I consider them some of my oldest and closest online friends.

Paige is the mother of five children, two of whom have been diagnosed with ADHD, and Paige has ADHD as well. In part I, Paige and I talk about what it was like to try to figure out why her oldest son was struggling in school, trying to communicate with teachers, and finally find outpart of the problem was due to ADHD.

In part II, Paige and I talk more about how finding out about her son’s ADHD transformed his experience in school, and took him from a smart but struggling kid into a real academic superstar; what it was like when she found out she had ADHD; and what her current child is going through as he gets tested at age 7 1/2 to see whether he, too, is ADHD like his mom and siblings.

I know you’ll find this helpful whether your child has ADHD or any other LD or school struggle. The story is a very familiar one to most parents whose kids seem smart and bright, but for some reason, seem to really be underperforming in school. Parents always hear comments like “We know he can do it, if he’d only concentrate and apply himself”- sometimes the problem is not a moral problem, but an underlying neurological one, like ADHD.

Next week, I have an interview with Peter Wright of Wrightslaw.com. Pete is an attorney who specializes in special education law and has travelled the country, speaking to parents and educators about how the special education laws and No Child Left behind affect kids with disabilities. Pete also argued a landmark case, Florence County School District v. Carter, before the Supreme Court. Pete also has learning disabilities and struggled in school, so he knows about the importance of these issues on a personal basis as well as a professional one.

As always, please email us with comments and questions at ldpodcast@gmail.com, or call our comment line, 206-666-2343.

CONTEST!!!!

Since we receieved no answer from the announced contest winners, the first three emails with comments I receive after posting this show will receive a copy of Dr . Mel Levine’s A Mind at a Time, and first three voice comments I recieve will get additional educational book prizes, either The Myth of Laziness by Dr. Mel Levine, It’s So Much Work to be Your Friend, by Rick LaVoie, or The Irreducible Needs of Children by T. Berry Brazelton. If you leave a voice comment, please include your contact information so I can let you know if you’re a winner!

Please also consider leaving a review of the Podcast in iTunes- each review helps us become a featured podcast.

Click here to Download Show #50: Moms & Kids with ADHD- Conversation with Paige Heninger from Mommycast

Show #47 Conversation with Sally Smith, Founder of the Lab School

Sally Smith started the Lab School in Washington, DC, in 1967, based on her need to find a school for her own son who had severe learning disabilities. Like most moms on a mission, she gathered her friends and turned an old house into a school. Now, 40 years later, the Lab School serves children from age 5 1/2 to age 19, provides support of college students and adults with learning disabilities, and provides in depth multidisciplinary testing. There are now Lab Schools in Baltimore, MD and Manayunk, PA. Sallycontinues in her role as Director of the Lab School, as well as servign as Head of the Graduate Program in Special Education:Learning Disabilities at American University. She has written a wonderful book, which continues to be updated, entitled “No Easy Answers: The Learning Disabled Child at Home and At School“.

My conversation with Sally took place at the Lab School in Washington. When you enter the grounds of the Lab School, you are immediately struck by the art work and creativity that permeates the whole school. Sally’s office is filled with art, pictures, mementos from travels around the world, and a sense of warmth and home. I’ve split the conversation into two parts. In Part I, we discuss how Sally founded the Lab School as a way to help her own child, and how it’s grown exponentially over the years. We discuss the state of LD education now, and what has changed over the years. In Part II, we discuss early intervention, the deficits many kids with LD share, and how we can help them succeed. We also discuss the importance of parental support, reading methods, including Orton Gillingham and Linda Mood Bell, and why it may be best to have all tools at your disposal rather than just one.

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