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Bridging the Gap Between Research and PracticeA Conference for Teachers of Students with Learning Disabilities DLD is pleased to announce that its 11th annual fall conference, Bridging the Gap Between Research and Practice, will be held in Baltimore on 29 and 30 October 2010. We'll convene at the Sheraton Inner Harbor Hotel at Baltimore's Inner Harbor. For a brochure in PDF format, click here. How to Register There are two ways to register: If you have any questions, please contact our Conference Registrar at conference@teachingld.org. Registration Fees:
Hotel Information: To reserve a room at the Sheraton Inner Harbor Hotel, call 410.962.8300 and identify yourself as a participant of the Division for Learning Disabilities Conference. You can also reserve a room online Conference rates are $189.00 for both a single and a double. These rates are guaranteed until September 30, 2010. A limited number of rooms are available so please reserve your room early. The Sheraton Inner Harbor Hotel is located at 300 South Charles St, Baltimore, MD. 21201. Conference Schedule
About the SessionsFriday Morning Sessions
Friday Afternoon Sessions
Saturday Morning Sessions
Saturday Afternoon Sessions
How to Register There are two ways to register: If you have any questions, please contact our Conference Registrar at conference@teachingld.org. About the PresentersBrian R. Bryant, University of Texas at Austin Dr. Bryant is an adjunct faculty member at The University of Texas at Austin, Research Fellow at The University of Texas’ Meadows Center for Preventing Educational Risk; and Project Manager and Fellow for the Institute for Mathematics Disabilities and Difficulties in the Meadows Center. His research interests are in service provision for individuals with LD, specifically in reading, mathematics, and assistive technology. Diane P. Bryant, University of Texas at Austin Dr. Bryant is a Professor in the Department of Special Education at The University of Texas at Austin, a Fellow in the Cissy McDaniel Parker Fellow Fund, principal investigator of an RtI grant from the Institute of Education Sciences, and project director for the 3-Tier Mathematics grant from the Texas Education Agency. She has authored books and articles on instructional strategies for students with LD and, recently, has been involved in research to develop and validate assessment measures to identify students who are at-risk for early mathematics difficulties. Lindy Crawford, University of Colorado at Colorado Springs Dr. Crawford is the Associate Dean and an Associate Professor of Special Education in the College of Education at the University of Colorado at Colorado Springs. Her research interests include large-scale assessments of writing, test accommodations and modifications for students with disabilities, alternate assessments, and curriculum interventions for students who are achieving below grade level. Dr. Crawford has received funding from the federal Office of Special Education Programs, the National Academy of Education, the Institute of Education Sciences, and the Colorado Department of Education to conduct research across a broad array of topics. Alexis L. Filippini, San Francisco State University Dr. Filippini’s research interests are in early literacy acquisition, especially early prevention and identification of learning disabilities and the teaching and learning of vocabulary. She teaches courses in literacy instruction and positive behavior supports, including classroom management and conflict resolution. Laura Hallgren Flynn, University at Albany Ms. Hallgren-Flynn has focused on the progress of older struggling readers. As a teacher and teacher-educator, she has extensive experience in promoting readers’ word reading abilities and comprehension, as well as expertise in helping other teachers to better guide struggling readers. Barbara Freeman, Digital Directions International Barbara Freeman is currently Chief Operating Officer of Digital Directions International and creator of the HELP (Help with English Language Proficiency) instructional program. It is from Ms. Freeman’s conceptualization and research of the HELP program that the Math Learning Companion was created. Ms. Freemanwas previously a co-founder of KPMG Consulting’s Risk Management practice in Asia. Lynn M. Gelzheiser, University at Albany Dr. Gelzheiser began her career in special education teaching adolescents with learning disabilities, and continues to be interested in intermediate and middle grade readers. She has been Principal Investigator or Co-Principal Investigator in several research projects utilizing the Interactive Strategies Approach for struggling readers. Michael Gerber, University of California at Santa Barbara Dr. Gerber is currently Director of the UCSB center on Special Education. His research has focused on information processing characteristics and barriers to acquisition and performance of basic skills by individuals with cognitive disabilities. Paul J. Gerber, Virginia Commonwealth University Dr. Gerber is the Ruth Harris Professor of Dylexia Studies in the Department of Special Education and Disability Studies at VCU. He has researched, written and presented extensively over the years about adults with learning disabilities. Danielle Guzman, University of California at Santa Barbara Ms. Guzman is a doctoral student at the Gevirtz Graduate School of Education, UCSB. Her research interests include English-language learners, language acquisition, reading and writing development, family support, tutoring styles, and cognition. Sara J. Hines, Hunter College Dr. Hines is an Assistant Professor in the Department of Special Education at Hunter College in New York City. She was a reading supervisor and teacher of students with LD in the Washington DC area for over 20 years. Her research interests are in effective reading instruction for students with LD, particularly related to effective decoding and vocabulary interventions. Charles A. Hughes, Penn State University Dr. Hughes is Professor of Special Education at Penn State. His research interests include developing and validating self-instructional academic and behavioral strategies for students with LD. He has worked with the University of Kansas Center for Research on Learning for over 20 years and has co-authored several of the learning strategies in the SIM curriculum. Olga Jerman, Frostig Center Dr. Olga Jerman is a Director of Research at the Frostig Center in Pasadena, California. Her research interests include learning disabilities, cognitive processes, memory development and problem solving. Peggy King-Sears, George Mason University Dr. King-Sears is Professor of Special Education at George Mason University. Her research interests include self-management, co-teaching, curriculum-based assessments, and universal design for learning. Jennifer T. Klein, Hunter College Ms. Klein is a certified Reading Specialist in New York State and holds an MA in Applied Educational Psychology from Teachers College, Columbia University. She has worked with developing readers ranging in age from 5 to 65. Ms. Klein currently teaches full time in the Graduate Program in Learning Disabilities at Hunter College. Jill Marie Leafstedt, CSU Channel Islands Dr. Leafstedt is Associate Professor at California State University, Channel Islands. She was a middle school special education teacher and a Kindergarten teacher before earning her doctorate at the University of California, Santa Barbara. Her research interests include early reading intervention and special education teacher preparation. Cathy Lussier, University of California at Riverside Dr. Lussier is currently the director of two Institute for Education Sciences grants, one focused on working memory and problem solving and the other on bilingual, literacy and cognition. Daryl F. Mellard, University of Kansas Dr. Mellard is a Principal Investigator at the National Technical Assistance Center on RTI (RTI4Success.org). He coordinated the largest national study of schools’ implementation of response to intervention in 41 school settings. Other projects involve improving adult literacy through interventions provided in adult education, Job Corps, GED, vocational rehabilitation and literacy programs. Amber Moran, University of California at Santa Barbara Ms. Moran is a third-year doctoral student at UCSB. Sher is currently interested in instructional methods to teach mathematics problem solving to students with LD or who are at academic risk. J. Ron Nelson, University of Nebraska, Lincoln Dr. Nelson is Professor at the University of Nebraska-Lincoln. He has over 20 years experience in the field of special education as a teacher, technical assistance provider, and professor, focusing on serving children at risk of school failure and research issues. He has developed behavior and literacy interventions that have been recognized by the U.S. Department of Education. Rollanda E. O’Connor, University of California at Riverside Dr. O’Connor is a reading specialist and Professor at the University of California at Riverside Since 1990, her research has centered on issues of reading acquisition and reading improvement. Her current research focuses on building reading fluency and comprehension, and issues in: Responsiveness to Intervention, including the effects of Tier 2 intervention across the first four years of reading development. Michael J. Orosco, University of California at Riverside Dr. Orosco is Assistant Professor of Bilingual Special Education at University of California at Riverside. His research foci include the disproportionate representation of culturally and linguistically diverse students in special education, dynamic assessment in reading and math, and culturally responsive pedagogy. Paul J. Riccomini, The Pennsylvania State University Dr. Riccomini is Associate Professor at The Pennsylvania State University and former middle and high school math teacher. He is the author of four books related to improved mathematics instruction. His research focusese on effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with LD in mathematics. Catherine Richards-Tutor, California State University- Long Beach Dr. Richards-Tutor is Associate Professor at CSU-Long Beach. She has been a first-grade teacher and an at-risk reading teacher. Her research interests include early intervention for students at-risk, particularly English Learners and students with LD. Kathleen M. Ryan, The Churchill School Ms. Ryan is a middle school teacher at the Churchill School for students with LD in New York City where she has taught for three years. She received her Master’s Degree in Special Education with a concentration in Learning Disabilities from Hunter College in 2009. Emily J. Solari, University of Texas Health Science Center Dr. Solari is Assistant Professor at the Children’s Learning Institute at the University of Texas Health Science Center. Dr. Solari’s research is focused on early interventions with at-risk populations, language and literacy development of English language learners, early identification and remediation of reading disabilities, text level interventions for Spanish-speaking English language learners, cognitive development, and individual differences in children. Lee Swanson, University of California at Riverside Dr. Swanson is Professor and holds an endowed chair at UC-Riverside. He has 290 published articles, 45 chapters, 8 books, and 17 externally funded grants. The main focus of Dr. Swanson’s work for the last five years has been to investigate the role of cognition in mathematics, reading, and writing in children with LD. Bill Therrien, University of Iowa Dr. Therrien is Associate Professor of Special Education at the University of Iowa. His research interests center around academic interventions for students with mild cognitive disabilities, particulary in reading, writing and science instruction. Renata Ticha, University of Minnesota Dr. Ticha is currently a Research Associate at the Institute on Community Integration and the Department of Special Education at the University of Minnesota. Her work and interests are in developing general outcome measures for students with significant cognitive disabilities and struggling students in secondary settings, demonstrating the effectiveness of RtI in schools, and analyzing the National Core Indicators Survey data on people with developmental disabilities. Miya Miura Wayman, University of Minnesota Dr. Wayman is currently at the Institue on Community Integration at the University of Minnesota. Her current research interests include developing progress monitoring measures for beginning readers and English learners. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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