Events sponsored by Decoding Dyslexia CA (DDCA) are indicated on the events calendar. Local events held by other organizations may also be listed that may be of interest to our members. DDCA does not endorse any specific program or company.
Over the past decade, neuroimaging studies have revealed differences in brain structure and function between individuals who do or do not have difficulty in reading, and also structural and functional plasticity associated with effective intervention programs. Now, a key question is whether such neuroscience knowledge can be used to help individuals with dyslexia. Dr. John Gabrieli will discuss research directions that may address this question, including the use of brain measures to predict the trajectory of reading difficulty, to support appropriate diagnostic criteria, and to identify children at risk for reading failure prior to reading instruction.
John Gabrieli, Ph.D. is a researcher and professor at MIT with faculty appointments in the Department of Brain and Cognitive Sciences and the Harvard-MIT Division of Health Sciences and Technology. Prior to joining MIT, he spent 14 years at Stanford University in the Department of Psychology and Neurosciences Program. He received a Ph.D. in Behavioral Neuroscience in the MIT Department of Brain and Cognitive Sciences in 1987 and B.A. in English from Yale University in 1978.
An in-depth presentation by Esther Romero about the nature of dyslexia, research and causes, myths, symptoms, solutions, and accommodations.
Children with unidentified, unaddressed dyslexia suffer academically, often hitting a ‘wall’ in their reading development in 3rd-4th grade. Dyslexia can also affect spelling, writing, processing, and math. Additionally, it is common for these children to suffer from headaches, stomachaches, bullying, anxiety, and depression. Some of these children will develop behavior problems in school.
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It is suggested that you pre-register because space is limited
Read Me Differently is championing a national initiative to help adults and children better understand how learning disabilities affect life experiences outside of the classroom!
Gavin Newsom understands firsthand the pervasive ways in which dyslexia impacts one’s life, from facing bullying as a child to eventually becomming a socially conscious public official. The former mayor of San Francisco, and current Lieutenant Governor of Caliofnria, is also living proof that having dyslexia shouldn’t limit one’s opportunities in life.
Newsom, who was diagnosed with dyslexia at the age of 5, recently highlighted Read MeDifferently as an important portrait of the complexities of living with this learning difference. He states, “Having dyslexia has not only affected my life, but the lives of those around me. Read Me Differently takes a brave and unique look at how these challenges play out in one family. If you want an insight inot the social and emotional side of dyslexia…see this film!”
Sponsored by:
The Southern California Tri-Counties Branch of the International Dyslexia Association
SYNOPSIS:
A shock of recognition in social work school leads award-winning filmmaker Sarah Entine to explore how undiagnosed dyslexia and ADHD have impacted 3 generations in her family, starting with her own struggles. With surprising candor, vulnerability, and even a touch of humor, Read Me Differently reveals the strain of misunderstood learning differences on family relationships. It is a unique film that will generate thoughtful discussion whether in a classroom, work environment, or at home with family and friends.
FACTS:
An estimated 15-20% of the population in the U.S. has dyslexia, and 4.5 million children have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).
October is National Dyslexia Awareness Month – come and help us celebrate!!
Ready to make your movie debut this fall? Join us on Saturday morning, October 17, 2015, at the Carey School in San Mateo for a live filming of our Experience Dyslexia® simulation. Thanks to a generous donation from a member and supporter of NCBIDA, professional videographer Eric Wong will use footage from the simulation to create a short marketing piece for our branch, which we plan to post on our website.
The simulation is free. Participants will be asked to sign a photo consent form in order to be filmed. If you would like to attend, please email office@dyslexia-ncbida.org.
Experience Dyslexia® is a powerful 90-minute interactive training for teachers, parents, or anyone interested in learning more about what it feels like to have this common learning disability. NCBIDA regularly offers the simulation as part of IDA’s national conference. We also sell kit materials to schools and parent groups in the United States and internationally. Proceeds from sales of the kit help support our nonprofit branch’s work.
Chapman University will present its first annual Dyslexia Summit: “Strength in Cognitive Diversity,” on Friday, Oct. 23, from 8:30 a.m. to 12:30 p.m. The conference will take place in Bush Conference Center, Beckman Hall 404. The event is free and open to the public. However, advance registration is required. Online registration is open now at https://events.chapman.edu/7530.
The conference will feature presentations by a stellar roster of dyslexia experts and “out-of-the-box” thinkers who have become successful in many walks of life despite having dyslexia – which is characterized by difficulties with word decoding and recognition and poor reading comprehension in people who are otherwise “normal” in all other respects. The speakers will include:
- Jack Horner, renowned paleontologist and author, who has dyslexia
- Fumiko Hoeft, M.D., Ph.D., of the Dyslexia Center at the University of California, San Francisco
- Richard Bausch, acclaimed novelist and short-story writer, of Chapman University, who has dyslexia
- Ben Foss, author and founder of Headstrong Nation, a movement dedicated to helping adult dyslexics “own their dyslexia, understand it, and develop new ways of learning and working”
- Michael Spagna, Ph.D., dean of the College of Education at California State University, Northridge who spearheaded the groundbreaking Center for Learning and Education at CSUN and is an expert on learning disabilities and education for all types of learners
- Claudia Koochek, head of Westmark School in Los Angeles, one of the nation’s premier schools for differently abled learners
- Sir Richard Branson, British business mogul, investor and founder of Virgin Atlantic, who has been very open about having dyslexia, who will open the conference with videotaped welcome comments
The conference is the brainchild of Chancellor Daniele Struppa, Ph.D., and Jamie Montgomery, managing director of March Capital Partners in Santa Monica. Montgomery’s daughter, a Chapman student, has dyslexia and is very successfully navigating university life.
“What we want to highlight in this conference is the burgeoning new science of dyslexia that is being developed,” said Struppa. “We also hope that we can encourage universities to look at students with dyslexia as an asset, not simply as a group that needs special accommodation. The summit will focus on the fact that there is a very high incidence of extraordinarily successful people and creative geniuses in the dyslexic community.”
Struppa says that because the brain of a person with dyslexia functions in a different way, that allows him or her a “disruptive creative streak” that can be harnessed for the good of society. “The ideas we will discuss at this conference may end up being the foundation for a new ‘Center for Cognitive Diversity’ at Chapman,” he added, “but in any case, they will be stimulus for further conversations and future conferences.”
Struppa defines “cognitive diversity” as the recognition that different people learn in different ways. “It’s our hope that, as this conference wraps up, Chapman and other institutions of higher learning will have more ideas not only on how to accommodate our students with dyslexia, but will be encouraged to seek them out as part of a stronger, more varied and thus more innovative team of thinkers.”
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2 hour simulation of dyslexia where participants will experience five activities, including comprehension, writing, and processing.
Participate in five activities that simulate the effects of dyslexia. Its purpose is to help those who teach, love, and live with dys- lexic children and adults to better understand their daily strug- gles and help them learn more effective ways to cope.
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IDA’s Annual International Conference is the premier professional development conference dedicated to reading, literacy and learning. The conference brings in experts from all over the world to educate attendees on the latest research, remediation, and more. The Reading, Literacy and Learning Conference includes both the Annual Conference for Professionals and Annual Conference for Families. Both conferences are attended by some 2,000 teachers, educators, and administrators, reading specialists, researchers, university faculty, psychologists, physicians, tutor, and parents.
The four day conference includes four general sessions with keynote speakers, full- and half-day symposia, more than 100 sessions, poster presentations and more on Dyslexia, Dysgraphia, Response to Intervention, Literacy, Critical Reading, Vocabulary, Spelling, Language Disorders and much more!
Beyond the session room, this conference offers an incredible exhibit hall, school visits to area specialty schools, social events, networking opportunities, and more.
By: Learn 2 Read OC
Event Description
This is a free Struggling Readers Info Night to help parents, teachers, or anyone interested learn about the reasons why some have a hard time learning to read. Carol Clark, presenter, will provide a presentation about the early signs of reading difficulties and what intervention strategies should be incorporated to help individuals to learn to read. Carol will also provide information about the most common reason for reading problems, called dyslexia. There are early signs to identify dyslexia and there is help for these type of learners. Carol will also talk about the important strengths of a person with dyslexia and how focusing on these strengths will help a person succeed.
Presenter Carol Clark: Retired Executive Director, Prentice School; Managing Director and Staff Teacher, Slingerland Institute for Literacy
WHEN
Monday, November 16, 2015 from 7:00 PM to 7:45 PM (PST)
WHERE
Tustin Branch Library – 345 East Main Street Tustin, CA 92780
Please Register here
Download flyer here
TDF is pleased to announce that the January 2016 conference topic will be “Dyslexia and Literacy in High-Risk and Diverse Populations”. This conference will be held on January 22, 2016 at the Mission Bay Conference Center, University of California San Francisco. Click here for flyer.
AGENDA:
7:30 – 8:30 a.m.
Registration
8:30-8:45 a.m.
Welcome
Dr. Fumiko Hoeft, Moderator
8:45 – 9:15 a.m.
A World Perspective in Dyslexia
Dr. Albert Galaburda
9:15 a.m. – 10:00 a.m.
Neurobiological Correlations of Reading
Dr. Ken Pugh
10:00 a.m. – 10:30 a.m.
Break
10:30 a.m. – 12:00 p.m.
Issues in Literacy Among Low Socio-Economic Status Populations
Dr. Julie Washington
12:00 p.m. – 12:45 p.m.
Lunch
12:45 – 3:00 p.m.
Intervention Research and Application
Emily Galloway
3:00 – 3:15 p.m.
Dr. Joan Mele-McCarthy
Closing Remarks
Stephen Hinshaw, PhD
New Frontiers for ADHD: Exploring the complex interplay of biological and contextual influences and the “triple bind” hypothesis.
This presentation will begin with a deep overview of attention deficit hyperactivity disorder (ADHD). Dr. Hinshaw will discuss the latest research and diagnostic criteria that includes description, developmental course, comorbidities, sex diff erences, underlying models, etiology, parenting and peer influences. He will also discuss the recent explosion of diagnoses in the U.S. (and reasons why), and provide information about intervention. He will explore interventions such as medication treatment, behavioral and cognitive-behavioral treatments, and the use of combination treatments. In the afternoon, the focus will shift to coverage of the key mental health problems facing adolescent girls in the present era, including an exploration of the “triple bind” hypothesis that a pernicious set of pressures is increasing serious risk for mental disorders in teen girls.
Stephen Hinshaw, PhD is Professor of Psychology at UC Berkeley, as well as Professor of Psychiatry (and Vice-Chair for Psychology) at UCSF. He has authored hundreds of publications and 14 books, including The Mark of Shame: Stigma of Mental Illness and an Agenda for Change (Oxford,2007), The Triple Bind: Saving our Teenage Girls from Today’s Pressures (Random House, 2009), and (with R. Scheffler) The ADHD Explosion: Myths, Medications, Money, and Today’s Push for Performance (Oxford, 2014). He has received significant NIMH and NIDA grants. Hinshaw was editor of Psychological Bulletin, the most cited journal in psychology, from 2009-2014 and is a fellow of the Association for Psychological Science, the American Psychological Association, and the American Association for the Advancement of Science. He received Berkeley’s Social Sciences Distinguished Teaching Award, and his Teaching Company lecture series, “Origins of the Human Mind,” was released in 2010. His research efforts have been recognized: California’s Distinguished Scientific Contribution in Psychology Award (2009), the Distinguished Scientist Award from the Society for a Science of Clinical Psychology (2015), and the James McKeen Cattell Award from the Association for Psychological Science (2016), for a lifetime of outstanding contributions to applied psychological research.
Learning Objectives:
Participants will be able to:
- Discuss the interplay of (a) genetic and biological risk with (b) contextual influences (e.g., parents, peers, culture) in the manifestations, impairments, and rising rates of diagnosis of ADHD
- Describe the particular problems faced by girls and women with ADHD.
- Utilize information on pharmacologic and psychosocial treatments for ADHD when formulating treatment plans.
- Explain the pernicious eff ects of social pressures that lead to depression, self-harm, binge-eating, and aggression in teenage girls.
WHO SHOULD ATTEND?
This daylong workshop is designed for professionals who are looking to design effective interventions for students with anxiety and other emotional challenges.
• Educational Therapists
• Learning Specialists
• Classroom Teachers
• Developmental Therapists
• Psychotherapists
• School Psychologists
• Social Workers
• Speech/Language Therapists
WHAT IS AET?
The Association of Educational Therapists (AET)
is the national professional association for educational therapists. AET defines and sets standards for the professional practice of educational therapy. Educational therapists provide a broad range of individualized educational interventions for children and adults with learning disabilities and other learning challenges.
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Disclosure: Financial – Dr. Hinshaw receives honoraria from AET and is compensated for teaching and speaking; he receives royalties from Oxford University Press and Wiley Publishing. Nonfinancial – No relevant relationships to disclose.