2nd annual dyslexia...dyslexia in idea eligibility determinations and iep meetings, as well as in...

http://bit.ly/dyslexia2018

DYSLEXIA

DYSLEXIA TRAINING INSTITUTE PRESENTS

APRIL 23-MAY 4, 2018

V I R T U A L C O N F E R E N C E

2 N D A N N U A L

http://bit.ly/dyslexia2018

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EDUCATIONC H A N G E S E V E R Y T H I N G .

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contents

4 Keynote speaKer: Dr. FumiKo HoeFt

5 Keynote speaKer: JoHn roDrigues

6 presenter: JeniFer Kasten

7 presenter: nancy cusHen WHite, eD.D.

8 presenter: sue HeglanD

9 presenter: scott mills

10 presenter: Douglas Harper

11 presenter: regina g. ricHarDs, m.a., Bcet

12 presenter: Daniel ansari, pH.D.

13 presenter: peter BoWers, pH.D.

14 presenter: JenniFer petricH, pH.D.

15 presenter: tracy BlocK-ZaretsKy

16 presenter: terri nolanD

17 presenter: Kelli sanDman-Hurley, eD.D.

18 presenter: Helen BranDon

19 presenter: spencer Wetter, pH.D.

20 presenter: JacKie HersH

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Keynote Speaker: Dr. Fumiko Hoeft

Dr. Hoeft will introduce a resilience model that unifies cognitive and socio-emotional factors that promote success in individuals with dyslexia. She will talk about the neuroscience behind cognitive and socio-emotional resilience and strategies we can incorporate in everyday life to promote resilience. Learning differences and dyslexia are used as examples, but much of this information is broadly applicable to all individuals. This model affords a framework for understanding success in children and generates testable hypotheses for future research, much of which is currently being conducted at the UC Precision Learning Center (PrecL.org) where the speaker is Executive Director of, and the UCSF Dyslexia Center (dyslexia.ucsf.edu) where she is Deputy Director.

Keynote Speaker: Dr. Fumiko Hoeft

Presenting Live on April 23, 2018 at 4:00PST

cognitive anD socio-emotional resilience in Dyslexia:WHat is tHe neuroscience BeHinD it anD HoW can We promote it?

About the Speaker:Fumiko Hoeft MD PhD is Professor of Psychiatry and Weill Institute for Neurosciences, Director of UC-Stanford Multi-Campus Precision Learning Center (PrecL.org) and UCSF Laboratory for Educational Neuroscience (brainLENS.org), Deputy Director of UCSF Dyslexia Center (dyslexia.ucsf.edu), and Research Scientist at Yale Haskins Laboratories. She was trained in medicine, neurophysiology and systems/cognitive neurosciences, at Keio University (Tokyo), Harvard, Caltech and Stanford. Hoeft’s program of research focuses on the neuroscience of skill acquisition such as literacy, neurodevelopmental disorders such as dyslexia, and socio-emotional competencies such as motivation and resilience in those with dyslexia. Her team also specializes in R&D of cognitive science-based tools that can be deployed in educational practice to maximize personalized learning. She has received numerous federal and private foundation grants, published over 120 articles, and delivered over 150 talks including remarks at the White House. Hoeft currently serves on over a dozen boards and committees, including CA Department of Education Dyslexia Guideline Work Group, IDA Executive Board and NCLD Professional Advisory Board.Honors include the 2014 Norman Geschwind Memorial Lectureship from the International Dyslexia Association, 2015 Transforming Education through Neuroscience Award from Learning & the Brain Foundation, and 2017 Multicampus Research Program Award from the University of CA Office of the President. Her work has been widely covered in media such as The New York Times, NPR, CNN, the New Yorker, and Scientific American.

Keynote Speaker: John Rodrigues

Presenting Live on April 30, 2018 at 4:00PST

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About the Speaker:John Rodrigues is a national advocate for dyslexia and the founder of ThinkLexic, a nonprofit organization focused on dyslexia and education. Rodrigues graduated from U.C. Berkeley and spent one year as a visiting scholar at Harvard University. He is the author of “High School Dropout to Harvard” and featured in the PBS film about dyslexia, “Being You.” John founded ThinkLexic to improve the quality of instruction for students with learning disabilities and advance a strengths-based narrative of dyslexia. ThinkLexic works with schools, educators, parents, and students. He holds a Master’s degree in Education with a focus on learning disabilities. He’s interested in visual thinking and the arts and technology as natural pathways for students with dyslexia. He lives in Claremont, California with his wife and daughter.

Register athttp://bit.ly/dyslexia2018

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Presenter:

Presenter: Jenifer Kasten

The IDEA requires that every student with a disability receive a “free appropriate public education,” or “FAPE.” What is a FAPE for a student with dyslexia? How has the FAPE requirement changed since the United States Supreme Court decided the “Endrew F.” case in March, 2017? In this workshop, we will talk about the meaning of FAPE as it is understood today through analyzing the Endrew F. case, which held that a child’s IEP must be designed to enable him to make more than “de minimis” progress, and that an IEP should be “appropriately ambitious in light of [a child’s] circumstances.” We will then examine a recent case involving a student with dyslexia in which the court applied the Endrew F. standard. Workshop participants should emerge with a clearer understanding of the progress students with dyslexia should expect to make under the Supreme Court’s most recent interpretation of the IDEA.

HoW mucH progress is enougH? unDerstanDing Fape in ligHt oF enDreW F.

About the Speaker:Jenifer Kasten is a special education attorney practicing in Phoenix, Arizona as well as a parent of an 11 year-old child with dyslexia. She has represented numerous students with dyslexia in IDEA eligibility determinations and IEP meetings, as well as in due process matters. As a parent, Jenifer has been active in public policy efforts related to dyslexia at the federal, state, and local levels and lead a grassroots efforts that resulted in the first Arizona law related to dyslexia. Prior to becoming a special education attorney, Jenifer worked as a federal litigation attorney and federal judicial law clerk in Washington, D.C. She received her law degree from Georgetown University and her undergraduate degree from Cornell University. She has been a presenter for Learning Ally’s online conference, “Spotlight on Dyslexia” and a guest blogger on dyslexia-related topics for Understood.org, The Mighty, and The National Center for Learning Disabilities.

Presenter: Nancy Cushen White,

Ed.D.

The purpose of an evaluation and the formulation of questions to be answered are the foundation for determining the components of an assessment. An evaluation may be recommended for the purpose of diagnosis—when evidence supports it, for intervention planning—to inform instruction, or for providing documentation—evidence to support requests for accommodations. Background information and school history—the breadcrumb trail—are critical. Revelation of patterns of learning strengths and weaknesses to the students themselves helps them to understand their academic challenges, as well as their strengths. By its definition, a diagnosis leads to a treatment plan or an evaluation leads to recommendations for teaching interventions and accommodations. A comprehensive evaluation provides the basis for purposeful instructional planning—including remediation, accommodations, and consideration of compensatory strategies. Parents must understand the difference between testing for eligibility for special education services and testing for diagnosis of a specific learning disability (SLD). Factors related to expected and unexpected underachievement, as associated with dyslexia, are important considerations. Test results alone do not constitute a diagnosis. Careful analysis of behavior during testing, data from interviews and observations, patterns of errors, and use of compensatory strategies must be integrated with test results to form a complete assessment.

iDentiFication oF Dyslexia: clinically anD in tHe classroomusing assessment & evaluation to inForm instructional planning

About the Speaker:Dr. Nancy Cushen White is a Clinical Professor at the University of California San Francisco, Department of Pediatrics, a teacher, and a learning disabilities specialist. She has a private practice, assessing and remediating language based learning problems and consulting with both public and independent schools. She serves on the Board of the Slingerland Institute and is a former member of the Board of Directors of the International Dyslexia Association (IDA). Additionally, Dr. White has more than thirty years experience in public schools as classroom teacher and program consultant in special education curriculum with San Francisco Unified School District. She has served on advisory and content review panels for California Commission on Teacher Credentialing, Curriculum Commission, and CA Department of Education.

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Presenter: Sue Hegland

Traditional multisensory structured language approaches—including Orton-Gillingham—begin by mapping the pronunciation of words to their spelling as the foundation for all literacy instruction. Morphology is considered an advanced skill and is not introduced until students have developed the ability to decode and encode automatically using sound-symbol associations.

However, the dyslexia and literacy worlds are beginning to evaluate whether we should include morphology and etymology in our instruction from the very beginning to create an accurate context for teaching phonology—including phoneme-grapheme relationships. This is the direct result of expanding our thinking to include a scientific understanding of written English.

But is this appropriate for dyslexic students? The tradition is to teach sound-symbol relationships in isolation, one by one, practicing to automaticity along the way. Isn’t it too complicated to teach dyslexic students about morphology and etymology right away? And don’t we need to focus on what will help students improve their reading as quickly and efficiently as possible?

This presentation will include examples of phoneme-grapheme relationships clarified by the context of morphology and etymology and will discuss how teaching from this framework addresses the specific processing differences that dyslexic students experience and has particular relevance, power, efficiency and effectiveness for those students.

BuilDing a strong FounDation in language anD literacy For Dyslexic stuDents

About the Speaker:Sue Hegland is trained in the Orton-Gillingham approach and has extensively studied real spelling and Structured Word Inquiry. She is the author of the website LearningAboutSpelling.com. Sue’s mission is sharing information about the coherence and structure of the English language and the fact that spelling always makes sense. Sue serves on the Board of Directors for the International Dyslexia Association—Upper Midwest Branch and spent six years on the Board of Education for the Brandon Valley School District. She has served on a dyslexia workgroup for the state of South Dakota, has presented at Special Education and dyslexia conferences, and provides webinars, training and tutoring for teachers, private tutors, parents and dyslexic students. Sue began learning about dyslexia in 2003, as the parent of a dyslexic child.

This workshop will help participants understand cognates through a pedagogical lens. First, we will explore the definitions of cognates and build a more concrete idea of what they are. Then, using SWI as a framework, we will explore the ways in which we can present cognates to students in structured, explicit, multisensory and systematic ways to build their understandings across multiple languages.

cognates tHrougH a peDagogical lens

About the Speaker:Scott Mills is a 5th grade teacher in a Dual Language Immersion classroom. He runs a website to connect language professionals with educators.

Presenter: Scott Mills


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Presenter: Douglas Harper

The Online Etymology dictionary (etymonline.com) contains the histories of almost 50,000 English words. It was not created as a teaching tool, but many teachers of reading, spelling, and writing have found it works wonders in the classroom and in tutoring. The site’s creator, Douglas Harper, will explain the sourcing of the information and walk you through entries in the site, explaining the wording and structure of the entries and how those things contribute to the understanding of the information. He’ll also be available for questions, both general and specific, about the site.

an introDuction to etymonline

About the Speaker:Douglas Harper is creator and author of the Online Etymology Dictionary (etymonline.com), a website listing the histories of almost 50,000 English words that is much-used by teachers and students around the world.


This session will explore some of the various reasons students develop a reluctance to express themselves in writing, including dyslexia (which is not just a reading disorder) and the issue of dysgraphia. The reasons, each of which will be explored in detail, include poor pencil grip and handwriting struggles, lack of automaticity, dyslexia, dysgraphia, weak background and preparation, poor vocabulary, lack of interest in subject matter, spelling, and organizational issues.

A variety of practical strategies and techniques for reversing this reluctance will be described and clarified, including those dealing with handwriting, spelling, vocabulary, and information organization (generating ideas, planning/translating the ideas into written format). Parents and teachers obtain several proven strategies that they may immediately implement. Discussion will involve the validity of each. These strategies include explicit instruction, multisensory presentation and student participation, graphic organizers, chunking, air writing letter forms with auditory input, mnemonics to recall cues, and a variety of pre-planning and background development strategies. An example of one of the mnemonics strategies is The POWER strategy – Plan, Organize, Write, Edit, and Revise.

reversing stuDents’ reluctance to Write – is it DysgrapHia?

About the Speaker:Regina G. Richards, MA, is a Board Certified Educational Therapist and President of Richards Educational Therapy Center (RET Center). She is former director of Big Springs School, specializing in multidisciplinary programs for language learning disabilities. Regina graduated from the University of Michigan with a Master’s in Education. She established the RET Center in 1975, and Big Springs School in 1980 and sold both in 2000.Regina teaches regularly at UCR Extension Program. She’s authored a variety of books including The Source for Dyslexia and Dysgraphia; The Source for Learning and Memory; Eli, The Boy Who Hated To Write; LEARN; and The Writing Dilemma. Her book, Visual Skills Appraisal is currently being revised. She is active in her local IDA branch and presents workshops nationally. Regina is the parent of an adult son who has struggled with dyslexia and dysgraphia all his life. He is currently very successful in business, working with computers.

Presenter: Regina G. Richards,

M.A., BCET

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Presenter: Daniel Ansari, Ph.D.

Recent research has shown that basic number processing (such as comparing which of two numbers is larger) is related to individual differences in children’s arithmetic achievement. Furthermore, children with mathematical disabilities (Developmental Dyscalculia) have been found to perform poorly on basic number processing tasks. In this talk I will review evidence for an association between basic number processing and arithmetic achievement in children with and without mathematical difficulties. I will draw on evidence from both brain and behavior and discuss the implications of this research for assessment, diagnosis and intervention.

BuilDing BlocKs oF matHematical aBilities: eviDence From Brain anD BeHaviour

About the Speaker:Daniel Ansari received his PhD from University College London in 2003. Presently, Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology and the Brain & Mind Institute at the University of Western Ontario in London, Ontario, where he heads the Numerical Cognition Laboratory (www.numericalcognition.org). Ansari and his team explore the developmental trajectory underlying both the typical and atypical development of numerical and mathematical skills, using both behavioral and neuroimaging methods. He has a keen interest in exploring connections between cognitive psychology, neuroscience and education and currently serves as the President of the International Mind, Brain and Education Society (IMBES).


I first used the phrase “structured word inquiry” (SWI) in a Grade 4/5 vocabulary instructional study (Bowers and Kirby, 2010). This phrase describes scientific investigation of the English spelling system in an instructional context. SWI reflects the linguistic understanding that English spelling is a well-ordered system for representing meaning (see C. Chomsky, 1970). The logic of this system, however, can only be understood when the interrelationship of morphology, etymology and phonology is taken into account from the start.

There is a great deal of evidence of learning through SWI around the world, but the direct evidence from controlled experimental studies is just beginning. There are many mistaken assumptions about SWI -- what it is and what it is not -- both by practitioners and researchers. To clarify what SWI is, Pete will demonstrate SWI instruction across grades and abilities. He will also share his current thinking about what it has to offer in terms of instructional practice, theory and research. I hope participants come away with the understanding that SWI is not a response to phonics or whole language -- it is a response to seeing the evidence of the logic in the spelling system itself.

structureD WorD inquiry (sWi): unDerstanDing WHat is sWi anD is not -- anD WHere it Fits in tHe researcH

About the Speaker:Dr. Bowers is a teacher, researcher, author, and founder of WordWorks Literacy Centre. Peter was an elementary teacher for 10 years before earning his Ph.D. from the Faculty of Education at Queen’s University. Peter’s practical work with schools and educational groups and his published research has been pivotal in transforming how teachers, tutors, and students around the world understand English spelling. Instead of a frustrating system full of exceptions, the structured word inquiry community understands that investigating the spelling-meaning connections in words is not only rich literacy instruction - it is rich context for leveraging learning about any subject. His teacher resource book, Teaching How the Written Word Works, expands on the lessons of his vocabulary intervention (Bowers & Kirby, 2010). That study found generative vocabulary learning for the experimental group, and introduced the term “structured word inquiry.” His workshops have taken him to Europe, Africa, Asia, Australia, the Middle East, and North America.

Presenter: Peter Bowers. Ph.D.

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Presenter: Jennifer Petrich, Ph.D.

Regardless of how you approach literacy instruction with students who have learning disabilities, the primary input modality tends to be auditory. Even if you are using multi-sensory instructional techniques, the conceptual information that the student is required to learn is verbal in nature. Unfortunately, for many students with dyslexia, executive function, and attention issues, processing, retaining and accessing verbal information is a struggle. By incorporating signs, one can harness the visual and motor systems to provide support for the auditory processing and verbal encoding that is necessary for learning and later application of verbally-based conceptual information. This presentation will review the roles of phonological working memory, attention, and expressive language in the processing, storage, and access of verbal information. In addition, the role of visual-motor input in supporting these operations will be discussed. Finally, the basic phonology of American Sign Language will be introduced, along with a set of signs that can be used in tandem with literacy instruction. Suggestions regarding implementation and concrete examples will also be given.

using asl signs to support literacy instruction oF lD stuDents

About the Speaker:Dr. Jennifer Petrich started teaching children and adults with dyslexia 25 years ago, but has been interested in reading and dyslexia since childhood. Her interest stems from having a mother and brother with dyslexia and growing up watching their struggles. Dr. Petrich first worked at New Heights Learning Center of Towson, MD, where she was trained in multiple Lindamood-Bell programs. She then became interested in the neuroscience behind the heterogeneity of her students and decided to attend graduate school at the University of Maryland, where she earned a PhD in Neuroscience. She subsequently worked as a research scientist in labs at both University of California San Diego and San Diego State University studying visual psychophysics, psycholinguistics of deafness and sign language, bimodal bilingualism, and deafness and reading. Dr. Petrich then worked for Dyslexia Training Institute for over four years, using both OG and SWI instruction, before opening Literacy Dr. where she currently specializes in working with students who have severe phonological working memory deficits, ADHD, and executive functioning deficits.

Studying a word through Structured Word Inquiry can be like going on a journey through time with language. Each journey can lead to new discoveries and each person’s journey may bring them to different diversions on the path. Join Tracy to follow the language journeys that her and her students have gone through as they walk through the four questions of SWI (1. What does it mean? 2. How is it built? 3. What are its relatives? 4. What aspects of the pronunciation are represented in the spelling?)

tHe Journeys WorDs taKe us on

About the Speaker:Tracy Block-Zaretsky is the co-founder of the Dyslexia Training Institute. She has provided remediation for children and adults with dyslexia for the past 20 years and has developed and taught workplace and family literacy program. She is a certified Special Education advocate assisting parents and children through the Individual Education Plan (IEP) and 504Plan process. She is a past President of the San Diego Branch of the International Dyslexia Association.Tracy has studied Structured Word Inquiry, the Orton-Gillingham approach, Lindamood-Bell programs, Read Naturally and a variety of reading and writing assessments. She co-created and produced, “Dyslexia for a Day: A Simulation of Dyslexia,” and has provided professional development for educators and training for parents at numerous conferences, private on-site trainings and online courses and webinars. Tracy is also a parent of a child with dyslexia, dysgraphia, ADD and Executive Function Disorder.

Presenter: Tracy Block-Zaretsky


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Presenter: Terri Noland

Building a foundational belief system can be an unstoppable force that makes the impossible possible and the daunting achievable for students with dyslexia. Learn more about how to build, cultivate and sustain a belief system in your school and in your classroom that can move mountains in the world of a dyslexic child. Understand how to implement these critical concepts:

• Understanding how to build life-long learners

• Supporting the student socially and emotionally improves outcomes

• Learning the unique cognitive development of students with dyslexia

• Understanding individualized learning can empower dyslexic learners

Join us to learn how to build a belief system for students with dyslexia in your school and classroom.

BuilD a FounDational BelieF system For tHe social anD emotional success For stuDents WitH Dyslexia

About the Speaker:Terrie has more than 24 years of experience as both a trainer and developer of content for educators and administrators. Her focus for the past five years has been on the pedagogical practices needed to create effective environments for struggling readers, particularly dyslexia. Terrie has the opportunity to train groups numbering in the thousands helping to build better understanding of working with struggling readers. She is currently pursuing certification as an Academic Language Therapist.

This workshop will help participants understand how Orton-Gillingham and Structured Word Inquiry differ and how they are similar. The basic premise of each approach will be described and common myths and misconceptions about both will also be discussed.

WHat is tHe DiFFerene BetWeen orton-gillingHam (og) anD structureD WorD inquiry(sWi)?

About the Speaker:Kelli Sandman-Hurley, Ed.D. is an author and co-founder of the Dyslexia Training Institute. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is also completing her TESOL certification.

Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation and also serves as an expert witness in the area of dyslexia. Dr. Kelli is trained in Structured Word Inquiry, the Orton-Gillingham approach, Lindamood-Bell, RAVE-O and Read Naturally. Dr. Kelli is a Past-President of the San Diego Branch of the International Dyslexia Association.

She is a dyslexia consultant working with schools to improve services offered to students with dyslexia and training teachers. She co-created and produced “Dyslexia for a Day: A Simulation of Dyslexia,” and she is a frequent speaker at conferences. She is the author of the well-received book, Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System.

Presenter: Kelli Sandman-Hurley,

Ed.D.

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Presenter: Helen Brandon

Are you looking for motivating and worthwhile decoding strategies to help your students move to that next level? Reading can be difficult for children when transitioning from mono-syllabic words to multi-syllabic words. Our systematic, sequential and explicit approach to decoding, utilizes multi-sensory strategies to key in on students’ learning strengths and make learning more engaging and rewarding.

This approach focuses on developmentally appropriate practice, accommodating for differences in stages of literacy development and learning styles. Come and learn new ideas to encourage and promote long-term reading success with your students…even your most reluctant readers!

BreaKing tHe coDe: unlocKing multi-syllaBic WorDs For struggling reaDers

About the Speaker:Helen Brandon came to the Institute for Multi-Sensory Education (IMSE), after more than 20 years of teaching experience. She was a primary educator for 10 years in first, second and third grades at Vandenburg Elementary School in South Redford, Michigan. For 13 years, she owned and operated her own private tutoring business. In 1998, she was trained by IMSE in the Orton-Gillingham approach. She has used the Orton-Gillingham methodology with her tutoring students with great success and has also used many of the Orton-Gillingham techniques within a classroom setting. Since coming to IMSE, Helen has trained several teachers and other professionals around the country in the expanded Orton-Gillingham approach. When not on the road training, Helen is part of the support staff at IMSE. She works closely with practicum applicants in using IMSE’s training programs with fidelity, which in turn, has shown to promote successful teachers of reading and writing. Outside of professional interests, she enjoys reading, writing and spending time with her husband and three daughters in South Lyon, Michigan.

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This workshop will discuss methods of assessing for the causes of reading and writing deficits. In addition to dyslexia, the impact of other factors, such as ADHD and executive functioning will be detailed.

metHoDs oF assessing For tHe causes oF reaDing anD Writing DeFicits

About the Speaker:Spencer Wetter, Ph.D., has over 13 years of experience working with children and adults providing neuropsychological assessment of cognitive, academic, and social-emotional fuctioning with individuals with various diagnoses, including Dylexia and other Learning Disabilities, Attention Deficit/ Hyperactivity Disorder, Austistic Spectrum Disorders, and Traumatic Brain Injury.

His career has been dedicated to understanding how these disorders affect the brain, how they impact people’s lives, and what are the most effective methods of intervention. Dr. Wetter currently continues this work at The Applied Neuropsychological Intitute in La Jolla, CA. He is a former board member of the San Diego Branch of the International Dyslexia Association.

Presenter: Spencer Wetter, Ph.D.


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Presenter: Jackie Hersh

In this workshop, participants will learn about assistive technology tools, how those tools benefit all learners and suggestions for implementing certain tools into their environment. The primary focus of tools will be for reading, writing, and organization. Tools featured will vary in cost and will primarily be used in Google Chrome. Participants can expect to learn how to use different reading, writing and organization tools across the k-12 curriculum and effective strategies on how to systematically implement them.

using assistive tecHnology in tHe classroom

About the Speaker:

Jackie Hersh M.S.Ed, B.S. is the Director of Assistive Technology and learningsupport at Lawrence Upper School in Cleveland Ohio, with over ten year’s experience as anIntervention Specialist. Jackie formerly taught 2nd-5th-grade students with developmentaldelays and found her passion for Assistive Technology. After earning her Master’s degree fromSimmons College in AT, Jackie joined the Lawrence School as a learning support resource,Tech coach and middle school computer teacher. In the last three years, Jackie has presentedlocally and Nationally including at Closing the Gap, NAIS, ATIA and IDA on topics regardingAssistive Technology. She has served on the board of the North East Ohio InternationalDyslexia Association and led the organization to a paperless symposium.Jackie is also aGoogle Level 1 and 2 Educator. She is passionate about coaching teachers and studentsabout educational technologies to empower our learners and ensuring our students have toolsto support their learning.

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early BirD 1 registration(Until FebrUary 16, 2018)

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Two Graduate Extension Credits from the University of San Diego will be available.

2nd annual dyslexia...dyslexia in idea eligibility determinations and iep meetings, as well as in...

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