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 Top Stories

Study: Inclusion may not be best after all
Disability Scoop    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Inclusion is often believed to be the best option for students with disabilities, but a new study calls into question whether or not the practice truly leads to better outcomes long term. Researchers found that students with autism who spent 75 to 100 percent of their time in general education classrooms were no more likely to complete high school, go to college or see improvements in cognitive functioning than those who spent more time in segregated environments. More

Technology Meets Tranquility at The Storm King School
With a campus rich in technology support for all students, including those in a program for bright college-bound students with learning differences, The Storm King School offers a welcome sense of balance. Teachers use a 6,000-acre forest classroom adjacent to campus for environmental science labs, experiential lessons, and art in the spirit of the Hudson River School painters. For more information, go to

Off the clock: Giving students more time to demonstrate learning
Education Week    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Recently, a distressed mom asked me for advice about how to help her smart, hard-working daughter who is struggling in school. Her daughter has always been a poor reader and the mother suspects that she is dyslexic. Better than average grades, however, have prevented the daughter from qualifying for school testing to see if she has a disability. More

4 things all educators should understand about the dyslexic brain
Edutopia    Share    Share on FacebookTwitterShare on LinkedinE-mail article
What do you think of when you hear the word dyslexic? All too often the reflex reaction is a stream of negative associations — slow reader, under performance, extra time on exams and difficulty spelling. While it is true that these are common symptoms in students with dyslexia, they are surmountable problems. For any educator, the key to unleashing academic success in dyslexic students lies in understanding how their brains work. More

Help High Schoolers with ADHD

Join Lynn University for Transitions 2013 and learn how to help students with ADHD and learning differences succeed after high school. Transitions' esteemed speakers include Harvard Medical School faculty and author Robert Brooks, learning differences activist Jonathan Mooney and experts from AppleTM. Students accompanying their parents are free.

 LDA News

Survey on adults with learning disabilities
LDA    Share    Share on FacebookTwitterShare on LinkedinE-mail article
LDA's Adult Topics Committee, interested in finding out what adults in the learning disability community need most so we could better prepare resources to help meet those needs, conducted a survey recently. Click here to view the results posted on our website.

 In the News

Is childhood ADHD a gateway to smoking in adulthood?
Time    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Children diagnosed with attention hyperactivity disorder are twice as likely to pick up smoking than youngsters without the disorder. A group of Canadian researchers lead by Dr. Ridha Joober of the Douglas Mental Health University Institute in Montreal looked at genetic markers among children with ADHD and found a variant previously implicated in increasing the risk for smoking behavior may also increase the risk for ADHD. According to the study, published online in Archives of Disease in Childhood, this may explain why people who suffer from ADHD are also much more prone to become addicted to cigarettes. More

ADHD drugs do not raise heart risk in children
Medical News Today    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Children who take Adderall, Ritalin and other central nervous system stimulants, do not have a higher chance of developing serious heart conditions. This finding, confirming research from 2011, came from a study at the University of Florida and was published in the British Medical Journal. The study contributes to a clinical and policy debate of treatment risks for kids with attention deficit hyperactivity disorder that has been going on for 10 years. More

Personal, Powerful Education for Children with Learning Disabilities
Eagle Hill School provides an intensive, customized education for children ages 6-16 with language-based learning disabilities, helping them to acquire the academic and social skills necessary for transition to a traditional learning environment.

January 31 & May 8, 9 a.m.
(203) 622-9240 x.612
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Learning Ally’s web-based tool makes it easier to individualize instruction and track progress while addressing the reading interventions specified in your students’ IEPs and 504 plans. Our library of more than 75,000 audio textbooks and literature titles provide enhanced navigation, speed controls and bookmarking.
Learn more or email
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#1 literacy support software for those with learning disabilities, such as Dyslexia, struggling readers and writers, or English Language Learners. Individuals of all ages work alongside peers accessing the support tools they need from within common applications at school, home, work, and even the Cloud!

Special educators call for leeway in judging performance
Disability Scoop    Share    Share on FacebookTwitterShare on LinkedinE-mail article
With increased focus on teacher performance, a leading group of special educators is warning that assessing the work they do in the classroom requires a more nuanced approach. Special education teachers must be evaluated based on the complexities of the student population they work with, according to a new position statement from the Council for Exceptional Children, a professional organization that advocates on behalf of special educators. More

Navigating school with a Dyslexic child
The Huffington Post    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Kyle Redford, a teacher at Marin Country Day School and Education Editor at Yale Center for Dyslexia and Creativity, writes: "It is often said that behind every successful dyslexic is an invested and persistent mother (or parent). Not only do I fit the description, but I taught at my son's school until he was in eighth grade. Yet despite these and other unique advantages, my son's educational journey was still extraordinarily difficult. Moving from one's notion of the ideal child to the real one is a common challenge for many parents, but parents of dyslexic children are hit early and hard with the reality that almost everything to do with learning in the early grades is particularly difficult for their children." More

"Able to Learn"

Click here to see how Winston Prep is changing the lives of students with learning differences.
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To find out how to feature your company in the LDA eNewsletter and other advertising opportunities, Contact James DeBois at 469-420-2618.

Autism interventions need to be supported by more evidence
Medical News Today    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Interventions designed to improve core deficits in children with autism spectrum disorders are supported by varying levels of evidence, highlighting the need for well-designed studies to better evaluate the interventions, according to a new RAND Corporation study. Researchers found that when they evaluated the past research on a wide variety of interventions aimed at improving core deficits in social/communication, language, behavior and adaptive skills, the evidence of efficacy ranged from moderate to insufficient. The findings are published in the journal Pediatrics. More


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Trouble with learning: Students with learning disabilities require extra help
Janesville Gazette    Share    Share on FacebookTwitterShare on LinkedinE-mail article
Savannah Bennett's family sits down with her each school night to help her do her homework. If Savannah doesn't keep on top of things, she falls behind, said her father, Chuck Bennett. That might sound like most children, but the fifth-grader has a special problem. She has a learning disability. Savannah is among the approximately 13 percent of Janesville School District in Wisconsin students with some kind of identified disability. Educating these students has taken on more urgency in recent years with the onset of new accountability systems that fault schools if they don't help all students learn. More

The Brain Trainers
The New York Times    Share    Share on FacebookTwitterShare on LinkedinE-mail article
In the back room of a suburban storefront previously occupied by a yoga studio, Nick Vecchiarello, a 16-year-old from Glen Ridge, N.J., sits at a desk across from Kathryn Duch, a recent college graduate who wears a black shirt emblazoned with the words "Brain Trainer." Spread out on the desk are a dozen playing cards showing symbols of varying colors, shapes and sizes. Nick stares down, searching for three cards whose symbols match. More

For some children with ADHD, music has similar positive effects to medication
Florida International University via Medical Xpress    Share    Share on FacebookTwitterShare on LinkedinE-mail article
The findings are part of a study on the effects of distractors on children with ADHD. A team of researchers, led by FIU Center for Children and Families Director William E. Pelham Jr., set out to examine how distractions — such as music and television — affect children with ADHD. Traditionally, Pelham said, parents and teachers believe distractors only have negative effects. Pelham set out to discover how music and videos actually impact the abilities of children with ADHD to focus in the classroom. Leading into the study, Pelham believed the music would have negative effects in many cases, and would have no effects at best. But even a world-renowned psychologist and leading authority on ADHD can be surprised by his own research findings. More

LDA does not recommend or endorse any one specific diagnostic or therapeutic regime, whether it is educational, psychological or medical. The viewpoints expressed in THE LD SOURCE are those of the authors and advertisers.

Colby Horton, Vice President of Publishing, 469.420.2601
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Hailey Sasser, Senior Education Editor, 469.420.2630   
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