Pennsylvania Branch of the IDA

HOME

Link to National IDA • Join IDA

2009 Annual Conference

Developing the Reading Brain

Pennsylvania Branch of the IDA
Co-Sponsors: Delaware Valley Friends School, The Children's Hospital of Philadelphia, Stratford Friends School

Date: Friday, October 09, 2009
Time: 8:00 am - 3:30 pm
LOCATION:The Delaware Valley Friends School, 19 East Central Avenue, Paoli, PA 19301 (610-640-4150; www.dvfs.org)
The Delaware Valley Friends School is a school in the Quaker tradition for children with learning and reading disabilities in grades 7 through 12.
See below for travel directions.

Keynote Address
Conference Program
The Janet L. Hoopes Award
Continuing Education Credits
Travel Directions and Accommodations
Conference Participants
Exhibits and Advertising
Volunteers
Scholarships

Keynote Address

Maryanne Wolf, Ed.D., Director, Center for Reading and Language Research, Professor of Child Development, John Dibiaggio Professor of Citizenship and Public Service, Tufts University Arts, Sciences and Engineering

This presentation will provide an historical overview of how literacy began; how reading as a cognitive "invention" utilizes major features of brain design; different languages require somewhat different cortical structures and pathways; reading development involves different pathways over time; how an evolutionary view of reading provides a new conceptualization of dyslexia; and how all this evolving knowledge has become the basis for new forms of intervention.

Maryanne Wolf, Ed.D. is the Director of the Center for Reading and Language Research at Tufts University and a Professor of Child Development in Tufts’ Child Development Department with expertise in dyslexia, cognitive neurosciences, developmental psycholinguistics, and reading development and intervention. She is the author of Proust and the Squid: the Story and Science of the Reading Brain (2007) and editor of Dyslexia, Fluency and the Brain (2001). Dr. Wolf is the co-developer of the RAVE-O program, among other empirically proven instructional programs which she has designed. Dr. Wolf has published hundreds of articles on reading and learning disabilities. Her numerous awards include the National Teaching Award for Four Year Universities from American Psychological Association; the Distinguished Teacher of the Year Award from the Massachusetts Psychological Association; the Fulbright Fellowship Alumnae Achievement Award; the Norman Geschwind Lecture Prize from the International Dyslexia Association; the Distinguished Scholarship Award from Tufts University; and the NICHD Shannon Award for Innovative Research. Dr. Wolf had held positions as the Executive Editor in U.S. for Dyslexia; the Director of the Tufts-Malden model literacy centers and summer programs for at-risk readers; the Director of NICHD Center for Reading and Language Research (with co-center cities in Toronto and Atlanta) with Intervention and Tufts Literacy Corps projects in Medford, Somerville, Dorchester, and Malden.

Conference Program

11:00am	MORNING SESSIONS
	AM 1: Interventions for Fluency and Comprehension *Maryanne Wolf. Ed.D., Tufts University’s Center for Reading and Language Research* This presentation will describe a developmental, multi-componential model of reading fluency and its relationship to comprehension. Several multi-dimensional interventions will be described in terms of how these interventions incorporate various components of the model of fluent comprehension. Data from a large federally funded study will be used to discuss the efficacy of different interventions for different profiles of struggling readers. Chair: Linda W. Taylor, Ph.D. Bryn Mawr College Child Study Institute Level: Beginning Audience: All AM 2: Psychoeducational Assessment, Response to Intervention, and Identification of Learning Disabilities *Luanne Adams, Ph.D., Director, Psychological Services, The Lab School of Washington* This session will delineate current issues relevant to identification of learning disabilities and the pros and cons of psychoeducational assessment and Response to Intervention models, with specifics about how to interpret WISC-IV and WJ-III scores to guide educational intervention. Chair: Katherine Gordon-Clark Ph.D., Bryn Mawr College Child Study Institute, 1998 Janet L. Hoopes honoree Level: Advanced Audience: Teachers, Administrators, Psychologists, Parents AM 3: Assistive Technology from Soup to Nuts: An Introduction to the Basics *David W. Brubaker, M.Div., M.A., Director of Academic Systems, Delaware Valley Friends School* Which applications from among the vast technological storehouse will best help students learn and achieve academically? We will discuss several categories of technological tools, with a focus on how they work, their uses and applications for learning. These technologies include audio technologies, graphic organizers, text-to-speech, and other audio-visual applications. The session assumes a novice level of technological skill and knowledge about applications. Chair: Jan Clark-Levensen, Catapult Learning Level: Beginning Audience: All AM 4: A Beginning Reading Through Speech Approach *Evelyn R. Klein, Ph.D., CCC-SLP, BRS-CL, Associate Professor, La Salle University* Jenny A. Roberts, Ph.D., CCC-SLP, Associate Professor, Hofstra University This presentation describes a new approach for preventing early decoding difficulties. Participants will be introduced to a research-based method that uses progress monitoring with high-interest sound stories, onomatopoeia, and symbol icons to assist working memory and promote phonological awareness and letter-identification in young children. Effective teaching techniques will be demonstrated and participants will have an opportunity to try them out! Chair: Laura G. Goldman, M.A., CCC-SLP, Private Practice Level: Beginning Audience: All AM 5: Guided Discovery Teaching: A Powerful Component of Multisensory Instruction *Marilyn Mathis, M.Ed., CALT, QI, Director, The 32° Masonic Learning Center for Children* The speaker will provide the rationale and description of “Guided Discovery Teaching” through the use of power point, video clips, live demonstrations and audience participation. While this presentation centers on multisensory instruction as it relates to the Orton-Gillingham approach, it can be applied to other subject areas across the curriculum. Chair: Maria Bereschak, parent Level: Intermediate Audience: All AM 6: It’s Greek to Me: Enhancing Vocabulary Through Morphology Instruction *Dee Rosenberg, M.A., LDT/C, Director of Education, The Newgrange School and Education Center* This interactive workshop will explore the prerequisite skills to teach morphology through a historical perspective concerning the layers of language. Participants will learn the most common Latin and Greek word parts that contribute to vocabulary enhancement. Specific strategies for the classroom will be demonstrated. Chair: Deborah Kost, M.A., The Janus School Level: General Audience: Educators, Administrators, Tutors, Speech/Language Therapists, Psychologists AM 7: Recognizing and Treating Childhood Anxiety in the Home and School Setting Lynne Siqueland, Ph.D., Clinical Psychologist, Children’s Center for OCD and Anxiety and University of Pennsylvania Medical School Childhood anxiety has an impact in both the home and school setting. Parents and educators will be taught to recognize signs and symptoms of anxiety and the basic approaches to address its physical, cognitive and behavioral components. Participants will be informed of cognitive behavioral interventions that may be necessary to address more impairing anxiety symptoms. Finally, the role of parents both in maintaining and mastering of anxiety will be addressed. Chair: C. Pace Duckett, M.D., Gruenberg & Summers, P.C. Level: Intermediate Audience: All AM 8: Special Education: From Policy to Possibilities *Janet M. Sloand, Ed.D., Director, Pennsylvania Training and Technical Assistance Network, King of Prussia Office* This session will provide an overview of special education in Pennsylvania including new and emerging trends as well as describe what services and supports are available through the Pennsylvania Training and Technical Assistance Network. Chair: Rosemary Eikov, RN, MSN, CRSP, Children's Hospital of Philadelphia Level: Intermediate Audience: All AM 9: The Neuropsychology of Memory: How the Brain Remembers What it Learns and How to Help Students Who Can’t Remember William R. Stixrud, Ph.D., William R. Stixrud and Associates, Adjunct Faculty, Children’s National Medical Center; Assistant Clinical Professor of Psychiatry, Behavioral Sciences, and Pediatrics, George Washington University School of Medicine and Health Sciences This session will focus on the various aspects of memory that are most related to school learning, the kinds of memory problems that contribute to difficulty with academic learning, and the strategies and instructional techniques that are most helpful to students with memory deficits. Special attention will also be given to the enormous role that working memory plays in all academic domains. The neurology of memory will be discussed briefly in order to support the rationale for specific interventions, although the major focus of the session will be on instructional techniques, memory strategies, and training programs that can improve various aspects of memory and student performance. Chair: Peter Wiley, Psy.D., Center for Management of ADHD, Children's Hospital of Philadelphia Level: Intermediate/Advanced Audience: All AM 10: Math Education and Cognitive Development *Steven M. Wilkins, M.Ed., Head of School, Gayle Porter Lewis, Head of Math Department, The Carroll School* The typical American math student looks at an unfamiliar math problem and says, “I haven’t had that one yet.” A math student should look at a problem she or he has never seen before and seek to solve it. Students need to be taught to think in math, rather than simply memorize facts and algorithms. Students can construct mental models to solve problems. They can attack unknown problems with confidence that they have successful strategies for solving complex challenges. This workshop will segment effective math programming for students with language based learning difficulties in three key areas: number sense and fact fluency; cognitive development of students’ skills; and visual-spatial model creation by students. Chair: Mimi Green, Green Valley Academy Level: Beginning Audience: All
1:45pm	AFTERNOON SESSIONS
	PM 1: Assistive Technology: Interactive Demonstrations *David W. Brubaker, M.Div, M.A., Director of Academic Systems, Delaware Valley Friends School* Explore assistive learning tools in action through demonstrations and hands-on experience. These include the audio technologies, graphic organizers, text-to-speech, and other audio-visual applications discussed in the morning Assistive Technology session. Students and teachers who use these technologies will be available to answer questions and guide you through a brief, hands-on introductory tour of each application. Chair: Bruce S. Haines, Recording for the Blind & Dyslexic Level: Beginning Audience: All PM 2: The Validity of Mathematics Curriculum-Based Assessments James E. Connell, Ph.D., BCBA, Assistant Professor, Temple University This presentation will describe recent advances in mathematics curriculum-based assessments and question assumptions inherent in the general outcome model when using computation screeners. Chair: Christopher Fulco, Ph.D., Woodlynde School Level: Advanced Audience: Educators, Administrators, Tutors, Parents, Psychologists PM 3: Science to Practice: An Update on ADHD *Marianne M. Glanzman, M.D., Clinical Professor of Pediatrics in the Division of Child Development, The Children’s Hospital of Philadelphia and The University of Pennsylvania School of Medicine* The speaker will summarize the current state of knowledge and experience in five areas related to ADHD: science, medication, other biological treatments, counseling, and education and discuss how that knowledge could be used to inform practice. Chair: Anna Baumgaertel, M.D., FAAP, Private Practice Level: Advanced Audience: All PM 4: Language Processing: What is it and How Can Struggling Students be Supported in the Classroom? Pamela D. Greenblatt, M.A. CCC-SLP, Academy in Manayunk This session will discuss the neurological process involved in the processing of language and the effect of weaknesses/deficits in this system on a student’s academic performance. Participants will also learn strategies that can be incorporated into the classroom to support students who are struggling during tasks where demand is placed on their language processing skills. Chair: Sharon Tomalin, M.Ed., Co-Chair, PBIDA PRN Committee, 2007 Janet L. Hoopes honoree Level: Intermediate Audience: All PM 5: Strategy Instruction in Writing with Extensions to Content Area Learning *Charles A. MacArthur, Ph.D., Professor, University of Delaware* Strategy instruction is a research-proven means for improving students’ writing by helping them learn strategies for planning, organizing, and revising. Recent work has extended strategy instruction to writing in content areas including history and literature. This workshop will cover a range of strategies with a brief teaching demonstration and discussion of classroom application. Chair: Denise Orenstein, MAT, The Centreville School Level: Intermediate Audience: Educators, Administrators, Psychologists, Tutors, Parents PM 6: Spelling: A Teachable Skill Sara Rivers, M.A., CALT, QI, Director of Teacher Training, Stratford Friends Multisensory Teacher Training Spelling for the dyslexic child resists remediation. Spelling, like reading, needs structured, systematic instruction and practice. The student needs an understanding of the position of the mouth for phonemes and the reliable patterns of spelling the forty-four sounds of the English language. This presentation will focus on the use of these reliable patterns in instruction. Chair: Kathleen Carlsen, M.A., CALT, QI, The 32° Masonic Learning Centers for Children Level: Intermediate Audience: Educators, Tutors, Psychologists PM 7: Abilities & Disabilities: Outcomes of Cerebrodiversity *Gordon F. Sherman, Ph.D., Executive Director, The Newgrange School and Education Center* Cerebrodiversity—our collective neural heterogeneity—is good. Neuroplasticity, which enables the brain to alter or form new neuronal connections and dynamically re-organize, is a mechanism for cerebrodiversity. Depending on environmental demands (usually socially-culturally determined), it can translate into strengths or weaknesses among individuals, sometimes falling on extreme ends of a gift-disability continuum. However, as environmental demands change, a gift can become a disability and vice versa. Chair: Susan Raymond, videoverite productions Level: Intermediate Audience: Educators, Tutors, Psychologists PM 8: Executive Functioning: Understanding and Developing the Brain’s Command and Control Systems William R. Stixrud, Ph.D., William R. Stixrud and Associates, Adjunct Faculty, Children’s National Medical Center; Assistant Clinical Professor of Psychiatry, Behavioral Sciences, and Pediatrics, George Washington University School of Medicine and Health Sciences This session will begin with a brief introduction to the construct of executive functioning, with a particular focus on what recent research suggests are the three core executive functions – inhibition, working memory, and cognitive flexibility. The relationship between executive functions and ADHD, motor development, learning disorders, and disorders of emotional regulation, and neurological foundations of executive functioning, the development of executive functions from early childhood through young adulthood, and factors that compromise executive functions such as stress and insufficient sleep will be covered. The second half of the session will focus on strategies for accommodating students with executive dysfunction at home and in school and suggestions for training executive skills in children and adolescents. Chair: Peter Wiley, Psy.D., Center for Management of ADHD, Children's Hospital of Philadelphia Level: Intermediate/Advanced Audience: All PM 9: Understanding Services Offered by Pennsylvania’s Regional Intermediate Units: A Panel Discussion I U Panel: Renay Boyce, M.Ed., Philadelphia School District Office of Specialized Instructional Services; Cindy Goldsworthy, Ed.D., Assistant to the Superintendent, Curriculum and Instruction, Derry Township School District; Ambrose Finnegan, Ed.D., Director of Support Services Chester County IU; Jeanmarie Mason, Ed.D., Director of Special Education Montgomery County IU; Katherine Kircher, Ed.D., Director of Professional Development Delaware County IU Pennsylvania’s 29 Intermediate Units are an essential part of the public education system in the state and also provide services to students and staff in private schools. Representatives from several IUs in the Philadelphia area and elsewhere will discuss services offered through their IUs, focusing on services for children with learning differences and their teachers and parents, including preschool programs, special education programs, staff development, direct services to students, and technology and curriculum services. Chair: Linda Antonowich, Ed.D., Educational Consultant Level: Beginning Audience: All PM 10: Put Yourself in the Shoes of a Person with Dyslexia: A Simulation *Simulation Panel: Betsy Boston, Judie Caroleo, Carole Chilton, Patrick Dorsey, M.S.Ed., Lia Gorman, Curt Grogan, Jennifer Rusk, MSW* Through a series of six stations participants will experience the challenges and frustrations a person with a language-based learning disability encounters daily. This hands-on workshop is designed to improve understanding and encourage use of effective teaching techniques. *This session will last two hours.* Chair: Anne Robbins, Ph.D., Bryn Mawr College Child Study Institute Level: Beginning Audience: All

The Janet L. Hoopes Award

PBIDA is pleased to announce the 2009 recipient of the Janet L. Hoopes Award is the Philadelphia Unit of Recording for the Blind & Dyslexic.

This prestigious award was established in 1993 in honor of the late Dr. Janet L. Hoopes, professor emeritus of Education and Child Development at Bryn Mawr College and former Director of the Child Study Institute at Bryn Mawr College. She was a former Board Member of the PBIDA, a former board president of the Children’s Aid Society of Pennsylvania, and former Chair of the Board of the Hill Top Preparatory School in Rosemont.

The Hoopes Award is given to an individual or individuals from Pennsylvania or Delaware who have made a significant contribution to the advancement of the education of those with learning differences.

Our past recipients are:

1993 Janet L. Hoopes
1994 Virginia Biasotto
1995 Joan Frank
1996 Barbara Lorry
1997 Thomas Atkins
1998 Katherine Gordon-Clark
1999 Dorothy Flanagan and Sandra Howze
2000 Jean Bay
2001 Elissa L. And Rev. James H. Fisher
2002 J. Barton Harrison
2003 Elizabeth P. Simon
2004 National IDA Conference in Phila. (no award given)
2005 Adele Gerber
2006 Charna O. Axelrod
2007 Sharon Tomalin
2008 Fran James Warkomski
2009 Recording for the Blind & Dyslexic, Philadelphia Unit

Continuing Education Credits

PPA: The Pennsylvania Psychological Association is approved by the American Psychological Association to offer continuing education for psychologists. PPA maintains responsibility for the program. Up to five (5) CE's may be awarded depending on session selections. No fee foer PPA members; $25 for all others.

Act 48: The Pennsylvania Department of Education’s Act 48 will award up to five (5) CE Credits, depending on session selections, through PPA to their members at no fee. All others are awarded up to five (5) CE Credits by Stratford Friends School. No fee for PPA members, all others $10.

ASHA: The Children’s Hospital of Philadelphia is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide activities in speech-language pathology and audiology. This program is offered for up to .5 CEU’s. The ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures. $25 processing fee payable with registration.

PA Board of Social Workers: Attendees will receive up to 5 credits sponsored by PPA. No fee.

NJ Professional Development Provider: Approval must be granted by individual school district..

Travel Directions and Accommodations

Accommodations

The Courtyard Marriott Philadelphia Devon(www.marriott.com) 762 Lancaster Avenue, Wayne PA 19087, is ten minutes from Delaware Valley Friends School. Request the Dyslexia Conference rates. (610) 687-6633 or (800) 320-5746.

Directions

Using SEPTA
Take Septa’s Paoli/Thorndale R-5 train. Delaware Valley Friends School is an easy two block walk from the Paoli station (follow the signs).

Using the Schuylkill Expressway
Take the Schuylkill Expressway, I-76, West to:

US 202 South at King of Prussia (2nd 202 exit)
US 202 South 3.1 miles to Paoli Exit (2nd 252 exit)
PA 252 South 2.3 miles to E. Central Avenue (Paoli Point on corner)
Turn Right onto E. Central Avenue,
After .4 mile turn left
First left into DVFS Visitors Parking lot

Using US 202 South
Take US 202 South (Dekalb Pike) until it becomes the 202 Expressway at King of Prussia

US 202 South 3.1 miles to Paoli Exit (2nd 252 exit)
PA 252 South 2.3 miles to E. Central Avenue
Turn Right onto E. Central Avenue,
After .4 mile turn left
First left into DVFS Visitors Parking lot

Using US 202 North
Take US 202 North (Concord Pike or Wilmington - West Chester Pike) until it becomes the US 202-322 West Chester Bypass

US 202 Expressway exits right from the Bypass north of West Chester
US 202 North 10.4 mile to Swedesford Road
Right turn at bottom of ramp onto Swedesford Road
Proceed .3 mile to PA Route 252 South
Right turn onto PA 252 South for 1.2 miles to East Central Avenue
Turn Right onto E. Central Avenue,
After .4 mile turn left
First left into DVFS Visitors Parking lot

Using the PA Turnpike
PA Turnpike to Valley Forge Interchange #24, Schuykill Expressway, I-76 East

After Toll Booth, 2nd right turn onto US 202 South at King of Prussia
US 202 South 3.1 miles to Paoli Exit (2nd 252 exit)
PA 252 South 2.3 miles to E. Central Avenue
Turn Right onto E. Central Avenue,
After .4 mile turn left
First left into DVFS Visitors Parking lot

Using 422 East - Pottstown Expressway Extension (aka The County Line Expressway)
US 422 East to the US 202 South Expressway

US 202 South 2.4 miles to Paoli Exit (2nd 252 exit)
PA 252 South 2.3 miles to E. Central Avenue
Turn Right onto E. Central Avenue,
After .4 mile turn left
First left into DVFS Visitors Parking lot

Using US 30 West
Take US 30 West through Wayne, Devon and Berwyn to PA 252 North in Paoli

Right turn under train tracks onto PA 252 North
.2 mile to East Central Avenue
Left turn onto E. Central Avenue
After .4 mile turn left
First left into DVFS Visitors Parking lot

Using US 30 East
Take US 30 East through Fraser and Malvern to N. Valley Road in Paoli

Left turn before SEPTA station onto North Valley Road and over SEPTA tracks
Turn right onto East Central Avenue
After one block, turn right
First left into DVFS Visitors Parking lot

Using PA 252 North
Take 252 North through Media and Newtown Square to Paoli and US Route 30

Cross Route 30
Go under the train tracks, .2 mile to turn left on East Central Avenue
After .4 mile turn left
First left into DVFS Visitors Parking lot

Conference Participants

SPEAKERS

Luanne Adams, Ph.D., Director, Psychological Services, The Lab School of Washington

David W. Brubaker, M.Div., M.A., Director of Academic Systems, Delaware Valley Friends School

James E. Connell, Ph.D., BCBA, Assistant Professor, Temple University

Dyslexia Simulation Panel: Betsy Boston, Carole Chilton, Patrick Dorsey, M.S.Ed., Lia Gorman, Curt Grogan, Jennifer Rusk, MSW, Julia Sadtler

Marianne M. Glanzman, M.D., Clinical professor of Pediatrics in the Division of Child Development, The Children’s Hospital of Philadelphia and The University of Pennsylvania School of Medicine

Pamela D. Greenblatt, M.A. CCC-SLP, Academy in Manayunk

I U Panel: Renay Boyce, M.Ed., Philadelphia School District Office of Specialized Instructional Services; Cindy Goldsworthy, Ed.D., Assistant to the Superintendent, Curriculum and Instruction, Derry Township School District; Ambrose Finnegan, Ed.D., Director of Support Services Chester County IU; Jeanmarie Mason, Ed.D., Director of Special Education Montgomery County IU; Katherine Kircher, Ed.D., Director of Professional Development Delaware County IU

Evelyn R. Klein, Ph.D., CCC-SLP, BRS-CL, Associate Professor, La Salle University

Jenny A. Roberts, Ph.D., CCC-SLP, Associate Professor, Hofstra University

Dee Rosenberg, M.A., LDT/C, Director of Education, The Newgrange School and Education Center

Charles A. MacArthur, Ph.D., Professor, University of Delaware

Marilyn Mathis, M.Ed., CALT, QI, Director, The 32° Masonic Learning Center for Children

Sara Rivers, M.A., CALT, QI, Director of Teacher Training, Stratford Friends Multisensory Teacher Training

Gordon F. Sherman, Ph.D., Executive Director, The Newgrange School and Education Center

Lynne Siqueland, Ph.D., Clinical Psychologist, Children’s Center for OCD and Anxiety and University of Pennsylvania Medical School

Janet M. Sloand, Ed.D., Director, Pennsylvania Training and Technical Assistance Network, King of Prussia Office

William R. Stixrud, Ph.D., William R. Stixrud and Associates, Adjunct Faculty, Children’s National Medical Center; Assistant Clinical Professor of Psychiatry, Behavioral Sciences, and Pediatrics, George Washington University School of Medicine and Health Sciences

Steven M. Wilkins, M.Ed., Head of School, Gayle Porter Lewis, Head of Math Department, The Carroll School

Maryanne Wolf. Ed.D., Director, Tufts University’s Center for Reading and Language Research

Exhibits and Advertising

EXHIBIT AND ADVERTISING RESERVATIONS FOR
PBIDA’s 31st ANNUAL FALL CONFERENCE

October 9, 2009
Delaware Valley Friends School, Paoli, PA

You are cordially invited to participate in our Annual Fall Conference by reserving a table to present your organization or product and to place ads in our conference Ad Book. Once again, we are offering our exhibitors the opportunity to also place your ad in the Fall or Winter edition of Focus, our newsletter with a circulation of over 3,200.

Click here for a copy of the Exhibitors' Registration Form.

Our keynote speaker is Maryanne Wolfe, Ed.D.. from Tufts University Arts, Sciences and Engineering. We offer 12 additional workshops including the simulation, “Put Yourself in the Shoes of a Person with Dyslexia.”

Delaware Valley Friends School (www.dvfs.org) is a Quaker school that services adolescents with learning differences in grades 7 -12. It is located on Philadelphia’s suburban Main Line and is on the R-5 train line of SEPTA.

A block of rooms have been reserved at The Desmond Great Valley Hotel and Conference Center (www.desmondgv.com). The Desmond is less than 10 minutes from DVFS and has a shuttle service for guests. Please contact their reservations office at (800) 575-1776 and mention PBIDA when reserving your room.

Deadline for the Fall 2009 issue of Focus is July 10, 2009.
Deadline for Winter 2010 issue is December 1, 2009.
Please send .pdf or .jpg ads to dyslexia@pbida.org.

Please contact PBIDA for information on exhibiting at the conference. We can be reached by phone at (610) 527-1548 or by email at dyslexia@pbida.org.

Volunteers

Volunteers are needed pre-conference for light office work and conference set up.

Volunteers are needed during the conference for registration, exhibits, general traffic direction and clean up. Volunteers who wish to attend the conference may do so at a deeply reduced rate. CEU fees are additional.

Please contact Mary Ellen Trent at dyslexia@pbida.org for information regarding volunteering opportunities.

Scholarships

The PBIDA offers conference scholarships to parents, educators and Pittsburgh area residents. Please contact the PBIDA office at dyslexia@pbida.org or (610) 527-1548 for application information.