Fall 2012
Helping Children with Learning Differences Become Successful Adults:
Study Identifies Six Key Factors
By Nancy West, Certified Coach, Nancy West Coaching
For children with dyslexia and other learning differences, the road to success in life involves more than improving
reading and math skills. Cultivating non-academic skills that will help children grow and develop into successful adults
is just as important.
In a 20-year longitudinal research study conducted by the Frostig Center in Pasadena, Calif., pioneers in the diagnosis
and treatment of learning differences set out to learn why some individuals with learning disabilities become productive
members of society who live satisfying and rewarding lives, while others are barely able to keep their heads above water
emotionally, socially or financially.
The study traced the lives of individuals with learning disabilities over 20 years from childhood into adulthood to
identify factors that lead to successful life outcomes. The study participants had attended the Frostig Center School; at
the time of the follow-up study, they were 28 to 35 years old.
During the course of the study, six key success factors, or attributes, for individuals with learning differences emerged:
 Self-Awareness
 Proactivity
 Perseverance
 Goal Setting
 Presence and Use of Effective Support Systems
 Emotional Coping Strategies
The researchers noted that although these attributes don’t guarantee success, developing them does increase the chances
that a child with learning disabilities will achieve a fulfilling and successful adult life. The Frostig study also
emphasized that these six attributes may have a greater influence on success than academic achievement,
socio-economic status, gender, ethnicity or IQ.
Following are some of the Frostig findings about successful adults with learning disabilities.
Self-Awareness. Individuals with self-awareness understand and accept their specific learning differences and how they
may affect various aspects of their lives. They are also aware of coping strategies that help them successfully compensate
for their learning disabilities. In addition, they have the ability to compartmentalize their learning difficulties – to see
them as only one aspect of themselves -- and to recognize that they have talents along with limitations. Self-awareness
also enables them to find jobs that match their abilities.
Proactivity.
For the individual with learning disabilities, learning to practice self-advocacy and assertiveness is
(Continued on page 21)
Inside This Issue
Message from the Branch President
Institutional Member Spotlight: Woodlynde School
Member News
IDA Recognizes Saint Joseph’s University
Book Review
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5
11
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Letter from the President
Dear Readers,
In Pennsylvania and Delaware, the State Departments of Education that manage our public education
system have failed so many of our dyslexic children in their quest to learn to read. Pennsylvania and
Delaware are among the decreasing number of states without legislation regarding dyslexia, the education
of dyslexic students, and the training of teachers in evidence-based methods to teach reading in the most
effective ways.
Awareness of the need for this kind of legislation is not new, but with many states now enacting rulings
pertaining to dyslexia, there is a ground swell of interest and renewed effort to bring about changes which
will benefit all children, especially those who struggle to learn to read. As of March 31, 2012, at least 12
states had passed statewide dyslexia laws: California, Colorado, Hawaii, Kentucky, Louisiana,
Mississippi, New Jersey, New Mexico, Ohio, Texas, Washington and Wyoming. Several more states have
dyslexia laws making their way through the legislature: Arkansas, Kansas, Rhode Island, Virginia,
Wisconsin and West Virginia.
In our neighboring state, Ohio, legislation was passed late in 2011 which “establishes dyslexia as a
qualification for special education services”. The legislation sets up a pilot project to demonstrate and
evaluate the effectiveness of an early reading intervention program for children with dyslexia. Early
screening procedures will be developed for pre-school aged children, which is a first step toward
having all pre-school children screened for reading problems before they go to school and begin to
experience difficulties and frustration. A second law promotes professional development for teachers in
Ohio which will provide them with exposure to the research-based practices that are effective in helping
all children learn to read, especially those who struggle with the teaching methods currently used in many
schools.
This kind of action is not easy. Many people from diverse constituencies must be involved and must be
passionate about making change happen. It takes action and commitment from all of us. As we know,
legislators respond to public pressure, so the commotion we make needs to be strong and persistent. There
will be rallies in support of dyslexic legislation; there will be letter writing campaigns; there will be public
hearings; there will be petitions; there will be organizations and groups who spearhead such efforts; there
will be trips to Harrisburg and Dover; there will be meetings with key individuals who can help lead the
way. Parents, professionals, advocates, dyslexics--both children and adults-- will need to be heard.
PBIDA is committed to becoming a strong voice, a leader in the move to implement legislation in the
states of Pennsylvania and Delaware that will benefit not only dyslexics, but all children who are learning
to read. When the call comes out for support, we hope we can count on yours. Please contact us if you
want to be involved.
Julia Sadtler
President, Pennsylvania Branch of the International Dyslexia Association
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Letter from the Editors
As we looked through the articles in the current Focus issue, we realized that the articles reflected three themes in the education and
support of individuals with dyslexia and other learning disabilities.
First, there is movement nationwide at the legislative level to improve the education of students with dyslexia. Julia Sadtler writes in
her President’s letter about the new legislation in many states which addresses dyslexia. Three significant actions are represented in
most of the new laws. First, teacher education must include instruction in scientifically based reading instruction practices. Second,
schools must identify students with dyslexia and other learning disabilities very early in their education. Third, identified students
must receive scientifically based reading instruction taught by teachers with certification and education in such instruction. In line
with this movement, the International Dyslexia Association (IDA) has just completed a pilot program in which nine universities were
rigorously assessed against the IDA’s Knowledge and Practice Standards for Teachers of Reading. The IDA Standards provide the
most thorough, research-supported documentation of what every teacher ought to know and be able to demonstrate, whether they are
teaching dyslexic students, other struggling readers or the general student population. One of our own members, St. Joseph’s
University here in Philadelphia, met those Standards! Read Cathy Spinelli’s article about this excellent education program.
Second, three of the articles illustrate the essential role of technology in both instruction and accessibility for those with dyslexia.
Jeff Petzak describes the extensive use of iPads at The Quaker School, while Tom Jennings, in his regular column, Resource Center,
analyzes several new technologies demonstrated recently by students at Delaware Valley Friends School. A recent federal advisory
commission addressed the role of technology for post-secondary students; the commission’s work and its specific recommendations
are described by Linda Tessler, a commission member and an active PBIDA supporter in the Member News!!! column.
Third, two articles address the critical emotional factors associated with education. A new book by Janet Edgette, The Last Boys
Picked: Helping Boys Who Don’t Play Sports Survive Bullies and Boyhood, is reviewed by Marisa Crandall. Dr. Crandall writes that
the book is a “should read” for anyone working in schools with children. Nancy West describes a fascinating longitudinal study
which documented the importance of six personality attributes which predict successful life outcomes of individuals with learning
disabilities. Many of you who work with these students will not be surprised by the results. The power of the findings indicates that
just as these students receive effective academic instruction, they should also be supported in development of these personality
factors.
Finally, we are excited to profile the Woodlynde School in the ongoing series on PBIDA Institutional Members. An Overview of this
school is followed by articles focusing on Woodlynde’s College Guidance Experience and on the school’s Literacy Institute for
teachers, students, parents and professionals. You can see Woodlynde in action when it hosts the PBIDA Fall Conference, The Many
Dimensions of Literacy, on October 5. Come hear the IDA President, Eric Tridas, speak on The Developmental Web: A
Neurodevelopmental Approach to the Diagnosis and Management of Learning Disorders. Thank you Woodlynde for hosting this
exciting conference!
Marlyn Vogel
Co-Editor
Nanie Flaherty
Co-Editor
Advertising in Focus
Focus is published three times a year by the
Pennsylvania Branch of the International Dyslexia Association. We welcome submissions of articles, Calendar of Events, The Heroes of Dyslexia, and advertising. Please submit to Tracy
Bowes at dyslexia@pbida.org or (610)527-1548.
Advertising Rates:
Full Page
$150
Half Page
$110
Quarter Page
$70
Back Cover - Full Color $300
Please send payment to:
PBIDA, 1062 Lancaster Avenue, Suite 15A
Rosemont, PA 19010
IDA Disclaimer
The International Dyslexia Association supports efforts to provide individuals with dyslexia appropriate instruction and to identify
these individuals at an early age. The Association and the Pennsylvania Branch, however,
do not endorse any specific program, speaker,
product, or instructional material, noting that
there are a number of such which present the
critical components of instruction as defined
by IDA.
4
The ninth arƟcle in a series that spotlights a PBIDA InsƟtuƟonal Member in each issue.
Woodlynde School
"I feel like I'm a smart kid when I'm here." This quote, from a Woodlynde School first-grader, captures the feeling of
many Woodlynde students when they realize that with the right instructional methods and the right teachers, they can
learn and succeed in school. As the region's leading educational resource for intelligent, talented students in grades
K-12 who learn differently and best in a small nurturing environment, Woodlynde School takes its mission and the
education of its students very seriously, and we strive every day to help our students feel like "smart kids."
The students we accept for admission into Woodlynde School have found that the uniform instructional methods and
large classes so common in other schools do not provide them with what they need to be successful. Woodlynde
students benefit from small classes with a very low teacher-to-student ratio; differentiated instruction; multi-sensory,
evidence-based learning programs; mastery of metacognition techniques (learning how one learns); and access to
innovative assistive technology. Woodlynde students benefit from the breadth and depth of our comprehensive K-12
educational program. Within each grade, expert, caring and engaging teachers, learning specialists and counselors
collaborate and shape each child's educational path to match his or her learning profile, and each year of student
instruction and learning support builds upon the foundation and accomplishments of the last.
At the same time, Woodlynde School exemplifies the best aspects of a traditional independent school. In addition to the
benefit of a challenging, college preparatory curriculum, Woodlynde students participate in honors and AP classes and
enjoy a full range of extracurricular activities including: competitive sports; comprehensive art, music and drama
programs; and exciting social events to help students feel connected and engaged in their school experience.
When you visit our campus, you will see our mission of creating a learning environment marked by both challenge and
support fully realized. You will see students completely immersed in their own learning with teachers who know them
well and genuinely care for them as people and for their success as learners. Our strong commitment to prepare the
whole child - intellectually, emotionally, and socially - to achieve his or her full potential enables our students to become
confident self-advocates, and graduate with the tools and strategies needed to thrive and be happy in the classroom,
college, career, and life.
INSTITUTIONAL HIGHLIGHTS
 Foundations at Woodlynde School
New for the 2012-2013 school year, Foundations at Woodlynde School provides students in Kindergarten through Second Grade with a full-day program at reduced tuition so families are able to provide their children with a strong, evidence-based foundation in reading and mathematics during the most critical years of a child's educational life. Students thrive in very small classes which maximize the interaction between
teacher and student. Using the WILSON Fundations© program, a balanced language
arts curriculum, manipulative-based math instruction, and a wide array of developmentally appropriate "specials," students in Foundations gain the necessary educational
building blocks upon which to build in subsequent grades.
 WILSON Reading© Partnership
In 2011, Woodlynde School became one of only eight schools in the country certified as a WILSON Training© Partner
School. Every Lower School student and students in Middle and Upper School who need instruction using the
WILSON Reading System© or the WILSON Just Words© program receive it as part of their daily literacy instruction.
In addition, Woodlynde has become a regional training ground and resource for instructing families, educators, and
specialists about WILSON Reading© programs and techniques.
 College Success and Partnerships
Woodlynde School fully prepares students not only for the college admissions process but also for the rigors of college
life. 100% of Woodlynde students who apply to college are accepted, and over 85% of those students complete their
college degree (compared to a national average that is now under 50%). Two new programs at Woodlynde School
enable students to experience college before graduation, with both programs included in Woodlynde School's base
(Continued on page 6)
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(Continued from page 5)
tuition price. The Cabrini College Partnership provides qualifying Woodlynde seniors with the opportunity to take two
freshman classes on the Cabrini College campus, acclimate to college academics, and earn college credits; this past year,
Woodlynde students participating in the Cabrini College Partnership achieved a 3.35 grade point average. A new partnership with Delaware County Community College enables qualifying Woodlynde seniors to attend college classes at
Woodlynde School taught by a visiting DCCC professor and receive college credits. With the Cabrini College and Delaware County Community College Partnerships, it is expected that over 60% of Woodlynde's class of 2013 will graduate
with college credits to transfer to their chosen college or university. In addition to these real-life college experiences,
Woodlynde's College Assistance Program (CAP) provides faculty mentors who will follow Woodlynde graduates
through their first year of college to provide transitional support and guidance.
 Innovative Assistive Technology
Woodlynde students benefit from a one-to-one laptop program in Grades 5-12, an iPad initiative, SMART boards in every classroom, and a faculty committed to finding innovative ways to teach students effectively. Students have access to
text-to-speech programs, speech-to-text programs, audio books, math computation programs, graphing calculators, and a
wide variety of other assistive technology solutions to help students maximize their strengths and compensate for their
learning differences. In addition, several Woodlynde teachers have been invited speakers at national education conferences to present their cutting-edge work with assistive technology.

Student Life
The new LEAD (Leadership, Experience, Adventure,
Discovery) Student Life Program has been developed by
Woodlynde experts to help students continually discover
more about themselves and the world, to develop and
deepen their peer-to-peer relationships and friendships,
and to grow and mature as children and young adults.
The LEAD program includes after-school clubs, off-campus trips, overnight excursions, volunteer and leadership opportunities, and enhanced social opportunities such as movie nights and dances. In addition to the LEAD Student Life Program, Woodlynde provides a robust Athletics Program with a roster of 22 teams and a no-cut policy that encourages students to enhance their physical endeavors and learn the benefits of commitment, discipline, good sportsmanship and
teamwork. LEAD and Athletics are cornerstones of Woodlynde School's commitment to build self-confidence and develop the whole child intellectually, socially and emotionally as our students grow and mature as children and young
adults.
 The Literacy Institute at Woodlynde School
The Literacy Institute at Woodlynde provides reading intervention for students in all grade levels
while at the same time presenting speakers, panelists, and workshops comprised of regional and
national experts in the fields of language- and math-based learning differences, ADD/ADHD, and
Executive Functioning Disorder for Woodlynde families, education and medical professionals, and
the greater Philadelphia region.
CONCLUSION
All parents want their children to experience that moment when they truly get it, when everything that they have learned
comes together to produce what we call the "ah-ha" moment. For over 35 years, Woodlynde School has specialized in
helping students achieve the "ah-ha" moment in their educational pursuits and in their lives and has enabled them to feel
like the "smart kids" they truly are in the classroom, college, career and life.
Woodlynde School 445 Upper Gulph Road
Wayne / Strafford, PA 19087-5498
6
www.woodlynde.org
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The College Guidance Experience at Woodlynde School
By Kristen Tabun, Director of College Guidance, Woodlynde School
"Going into my freshman year, I did not have any concerns about being successful. Woodlynde prepared me extremely
well for college studies," says Jerome Bailey, a member of Woodlynde's class of 2009, who will graduate with a degree
in history from Hofstra University in 2013. Jerome cites a number of reasons for his confidence, including Woodlynde's
teachers who pushed him his senior year by setting high expectations, a college guidance program that helped him prepare for the changes ahead, and Woodlynde's strategic planning period that taught him how to effectively manage his
time. "I was and still am prepared for college and my senior year because of Woodlynde," he added.
As Woodlynde begins its 36th year of preparing students for college and career, sentiments such as these are what
inspire us to find new ways to challenge and support our students as they progress through their education. While
Woodlynde has always prided itself on its strong curriculum and college guidance program to prepare students for
college, in recent years we have developed new opportunities and fine-tuned some existing programs.
The 2011-2012 academic year saw the first Woodlynde students participate in on-campus dual-enrollment courses.
Highly qualified students earned six college credits by traveling to nearby Cabrini College to participate in classes with
college freshmen, as well as upperclassmen. Graduates can now begin their first-year college experiences having
developed greater independence, confidence, and insight into the college world. For the 2012-2013 school year, we have
taken steps to expand our dual-enrollment offerings with other area colleges.
Additionally, all members of the class of 2012 are participating in Woodlynde's first College Assistance Program.
Graduating seniors selected faculty members who are serving as support systems and mentors as alumni progress
through their first year of college. While Woodlynde faculty are known for establishing long-lasting relationships with
students, this new program will formalize that relationship and help to ensure students have a successful experience as
they begin the next chapter of their education.
Woodlynde's college guidance program is available to all students, but begins formally in the sophomore year where
students receive exposure to the different standardized tests in a low-stakes setting. They also begin to explore college
majors and careers by considering their interests and work preferences. All juniors and seniors participate in college
guidance seminars designed to assist the students with every step of the application and transition process. Discussions
range from identifying the types of colleges and programs best suited to the student, to managing finances, enhancing
self-advocacy skills, and living with new roommates. Our seniors participate in a senior project that gives them
important work and volunteer experiences that serve as valuable contacts throughout their lives. SAT and ACT writing
instruction, as well as guidance with the college application essay, are delivered to students in junior and senior years by
our highly-qualified writing faculty.
Over the years, Woodlynde has sent its students to outstanding art schools, research universities and liberal arts colleges
across the nation, including Pratt Institute, Fashion Institute of Technology, Penn State University, Arizona State
University, Villanova University, Widener University, McDaniel College, Drew University, Ithaca College, Franklin &
Marshall College and Sarah Lawrence College. Even more impressive is the success of our graduates. Alumni surveys
consistently show our students' college completion rate at 87% within six years, significantly above the national average.
With a focus on finding the college that is the best fit for each student's academic, social and emotional needs, it is
Woodlynde's objective to make all facets of the college process not just stress-free, but also enjoyable for the students
and their families.
Delaware Valley Friends School and The Pennsylvania Branch of the International Dyslexia Association
Present
Drs. Sally and Bennett Shaywitz
Dyslexia: Translating Science Into Policy and Practice—It’s Time!
Thursday, October 18, 2012
7:00 pm to 9:00 pm
Delaware Valley Friends School
610-640-4150
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The Literacy Institute at Woodlynde School: Providing Support and Enlightenment to Students,
Teachers, and Parents and Professionals from the Community
By Penny Moldofsky, Director of The Literacy Institute
"How do I know if my child will need reading support?" "How do we build vocabulary with older students who have
difficulty with decoding or with reading fluency?" "What are the most important tools I can use to develop resiliency in
my children?" "Why is it so hard for me to remember those words?" These are a few of the questions that prompted the
development of The Literacy Institute at Woodlynde last July as a resource for our students, teachers, and parents and as
a resource for the larger community.

Wilson Reading Training
As a Wilson® Partner School, we provide training to teachers and other professionals in this multisensory, systematic
approach to teaching decoding and encoding. Workshops during the summer and in the late afternoon allow parents and
professionals to understand dyslexia as well as the key components and processes involved in multisensory language
instruction, to gain certification as Level I and Level II Wilson Instructors, and to earn Act 48 credit hours as they develop the understanding and skills to unlock the world of reading for children
and adults coping with dyslexia. Wilson trainees work with Woodlynde students or with their own students as they follow a guided apprenticeship toward mastering the skills and concepts of this highly effective program. As
one teacher remarked, "Now I feel as though I can be inside the head of my
student so that I anticipate difficulties and rework instruction to meet his
needs effectively." An eleventh-grade student who completed Wilson Just
Words® program this year explained to his history teacher, "I can show you
how to scoop that word into syllables so you can figure out how to pronounce
it." We also provide a forum for teachers using Wilson programs in area
schools for sharing ideas, asking questions, observing lessons, and developing
games to add joy to practice.

Teacher training: ongoing and collaborative
In addition to formal Wilson training and informal "Wilson 101" programs for parents, The Literacy Institute also trains
our teachers and learning specialists in assessment, progress monitoring, and research-based instructional programs and
techniques to ensure that older students who enter Woodlynde in upper grades receive the best remediation for underlying decoding, encoding, fluency, or comprehension roadblocks. This year learning specialists were also trained in Visualizing and Verbalizing® and this summer and during the 2012-2013 school year, they will also learn the comprehension
processes outlined by Dr. Susan Hall in her work at the 95 Percent Group. This year we incorporated these techniques
for ninety minutes each morning in a targeted fifth grade class of students with strong word-reading skills but weaker
comprehension skills and learned from the students that modeling, color coding, and adequate guided practice lead to
significant gains in understanding. As one student explained, "I put a blue token next to those words because they helped
me make an inference that the rider was delivering the mail for the Pony Express. They didn't tell us this in the story, but
I used the clues to make the inference." The goal is to provide our students and our teachers with a common vocabulary
and toolbox of proven techniques as the foundation of understanding.
The Literacy Institute also works with content-area teachers to apply
what we've learned from brain research to how we teach content-area
subjects. Collaborating individually with teachers, we may demonstrate
how to reverse complex questions so that the students learn to locate supporting clues as a way to lighten the load on working memory while
maintaining the focus on "big" ideas. Using assistive technology, teachers discover that they can level the playing field for many students. For
example, in one Upper School English class, the students clicked on
icons as they read Inherit the Wind using WYNN software and this provided them with pre-recorded explanations of difficult concepts. Gradually, the students added their own notes and used the teacher-recorded
(Continued on page 10)
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(Continued from page 9)
notes to gain independence in their class discussions.

Literacy Institute events for parents and professionals
Woodlynde recognizes that a network of educated and informed parents and professionals is key for our students and
the wider community. During the 2011-2012 school year Dr. Ned Hallowell inspired us with practical ideas for
developing the childhood roots of adult happiness. Dr. Lisa Goldstein, Dr. Edward Moss, Dr. Steven Sokoll, and Dr.
Mary Ellen Weissman challenged our "standing room only" audience with a lively panel presentation and discussion of
ADD/ADHD: “To Medicate or Not to Medicate.” Dr. Jennifer Jackson Holden joined me in a presentation on the
critical skills involved in early learning and what we know now about pre-reading skills and interventions that can
revent failure. Along with PBIDA, The Literacy Institute hosted an evening of experiencing dyslexia, in which parents
and professionals from the area rotated through six simulation stations to put themselves in the places of students with
learning differences. This coming year we invite you to join us for an evening experience of being the child with a
learning difference as we view and discuss segments from Rick Lavoie's F.A.T. City videos. In April we will expand
our understanding of resilience and parenting adolescents as we host Dr. Kenneth Ginsburg, author of Building
Resilience in Children and Teens. We know that anxiety can be a major roadblock to learning, and this winter we plan
to host a symposium with psychologists discussing ways to help students cope with anxiety. The extended community
is also invited to join us for four informal discussion groups at The Literacy Institute that are part of our "Woodlynde
University" program. Each event will highlight an area that can benefit many students but that also may require a
"roadmap" for parents and teachers. For example, assistive technology is an exciting opportunity but parents and
teachers may need guidance to understand when it should be employed, how it is most beneficial, who should be using
it, and what to expect in terms of an investment in start-up time. Other topics include homework and appropriate
expectations, organization skills and developmental stages, and supporting reading and understanding at all age levels.
The exact dates and times for all events will be posted on our website (www.woodlynde.org/literacyinstitute) and in my
monthly e-newsletters.
The Literacy Institute at Woodlynde sets the stage for strategic instruction in reading from kindergarten through Upper
School graduation, for teacher training, and for sharing resources with the larger community so that we work together
to understand and support the best practices for literacy and learning for all our children.
10
Eric Tridas, M.D.
PBIDA Member News
PBIDA Annual Conference
Keynote Speaker
We introduced this new Focus feature, Member News!!!,
in the spring 2012 issue; in this feature we highlight significant contributions by PBIDA members. In this issue
we are excited to bring you news about the involvement
of long-time PBIDA member and supporter Linda Tessler,
Ph.D. on a federal advisory commission, the Advisory
Commission on Accessible Instructional Material for Post
Secondary Education for Students with Disabilities. Secretary Arne Duncan appointed nineteen individuals from
various fields to serve a one-year appointment to the commission. Commission members included leaders in accessible technology, Federal officials including the Assistant
Secretary of Special Education and Rehabilitative Services and the Assistant Secretary for Civil Rights, and the
Presidents of Book Share, Learning Ally (RFD&D), National Council for Learning Disabilities, and the Association on Higher Education and Disability (AHEAD).
PLEASE JOIN YOUR COLLEAGUES AT PBIDA’S
CONFERENCE OCTOBER 5, 2012, TO HEAR THE
KEYNOTE SPEAKER, ERIC TRIDAS, M.D., TALK
ABOUT ‘THE DEVELOPMENTAL WEB; A NEURODEVELOPMENTAL APPROACH TO THE DIAGNOSIS AND MANAGEMENT OF LEARNING DISORDERS’
Dr. Tridas is the President of
the International Dyslexia Association (IDA) and brings to
that position his background
and experience as a developmental pediatrician who specializes in the diagnosis and
management of conditions such
as ADHD, learning disabilities,
cerebral palsy, mental retardation and other neurodevelopmental and behavioral problems. Dr. Tridas has edited a
book for parents titled From
ABC to ADHD: What Every
Parnet Should Know about Dyslexia and Attention Problems, and he speaks nationally and internationally on topics such as dyslexia, learning disabilities, executive functions and other behavior and developmental pediatrics
related subjects.
The Commission issued its report on December 6, 2011,
and made nineteen recommendations for improvement.
Among the recommendations given to Congress were: (1)
To produce text in a format that allows the print disabled
community to have access without the need for conversion, (2) To create a single website where individuals can
identify in which format a specific text is available, (3) To
convey the need for Congress to authorize the United
States Access Board to establish guidelines for accessible
instructional material.
The significance of the Commissions’ work is conveyed
in a statement by a commission participant, Mark Riccobono, Executive Director of the National Federation of
the Blind: “The Commission report will be a milestone in
accessibility in postsecondary education. Organizations
and individuals can refer to the document which provides
benchmarks of standards of care.” More information
about the Advisory Commission can be found at: http://
www2.ed.gov/about/bdscomm/list/aim/index.html
After graduating from the University of Puerto Rico
School of Medicine, Dr. Tridas completed his residency in
Pediatrics at the Children’s Hospital of Buffalo and subsequently a Fellowship in Ambulatory Pediatrics with emphasis on developmental disabilities at the Children’s Hospital Medical Center in Boston. During that time he was a
Teaching Fellow at Harvard University. Dr. Tridas is currently the Medical Director of the Tridas Center for Child
Development and is President of Developmental and Behavioral Pediatrics Consultants, Inc.
Dr. Tessler, who describes herself as severely dyslexic, is
a licensed psychologist whose private practice is based in
Haverford, Pennsylvania. She has held several leadership
positions with numerous learning disability organizations,
including Learning Ally (formerly Recording for the
Blind & Dyslexic), and has served as a past board member
of PBIDA. She is the author of One Word at a Time: A
Road Map for Navigating Through Dyslexia and Other
Learning Disabilities (2008).
In addition to this impressive background, Dr. Tridas
brings to his clinical practice diagnostic wisdom and compassion, as is evident in this quote: “His wisdom and discernment in complex cases is simply extraordinary! He
helps his patients and their families to understand and navigate reality (even in its unfairness) to their best possible
advantage. He is passionate in his work and compassionate to a fault.”
The purpose of Member News!!! is to present information on PBIDA member activities which will expand
the knowledge of the Pennsylvania and Delaware PBIDA
community. Examples would include publications (books,
articles, newspaper pieces), media, and other material of
interest to this community. Please email us proposed material and any questions you may have (www.pbida. org).
A very special person indeed. Don’t miss this keynote
speech!
11
The International Dyslexia Association (IDA) Recognizes Saint Joseph’s University, Special
Education Department, for Meeting Teacher Training Standards in Reading
ByCathleenG.Spinelli,Ph.D.,ChairandProfessor,DepartmentofSpecialEducation
Saint Joseph’s University (SJU), a Jesuit University, is firmly grounded on the premise of social justice and cura
personalis (concern for the whole person). Our faculty and staff apply this to our work with those who have special
needs, specifically, attention to the needs of the individual and respect and appreciation for the individual’s unique
strengths and needs.
The fundamental mission of the Special Education Department is based on social justice – to improve quality and to
foster and promote equity in educational opportunity for all students. Our focus, as special educators, is primarily on
students with disabilities and those otherwise at risk. However, it is critical, in order to make a substantive difference, to
work collaboratively with teachers, school administrators, families, community members, social service agencies, and
professional partners. Collaboration is the key; reaching out to constituencies that touch the lives of our children is vital.
We are devoted to promoting these social and educational partnerships with urban and rural public, private and parochial
schools.
IDA’s Knowledge and Practice Standards for Teachers of Reading
This has been an exciting year in the Special Education Department at Saint Joseph’s University. In 2011 the
Department was recommended for the initial pilot program by the International Dyslexia Association (IDA). Our
Department is honored to have been recognized as meeting the rigorous IDA standards outlined in the IDA’s Knowledge
and Practice Standards for Teachers of Reading. The IDA Standards provide the most thorough, research-supported
documentation of what every teacher ought to know and be able to demonstrate, whether they are teaching dyslexic
students, other struggling readers or the general student population.
The other universities recognized by the IDA were: College of Mount Saint Joseph; Colorado College; Fairleigh
Dickinson; MGH Institute of Health Professions; Simmons College; Southeastern University; Southern Methodist
University; and University of Colorado, Colorado Springs.
From January through March 2012, IDA conducted independent and objective reviews of university-based teacher
preparation programs in reading, and evaluated their alignment with the IDA Standards. Three highly qualified,
independent reviewers were assigned to each university. The review entailed a thorough look at course syllabi and other
course materials and requirements, along with a site visit to the school.
The IDA Standards emphasize the need for teachers to be trained deeply in the structure of language, including the
speech sound system, the writing system, the structure of sentences, the meaningful parts of words, meaning
relationships among words and their referents, and the organization of spoken and written discourse. “Learning to teach
reading, language and writing is a complex undertaking. The competence and expertise of teachers can be nourished with
training that emphasizes the study of reading development, language and individual differences,” said Dr. Louisa Moats,
Chair of IDA’s Standards and Practices Committee. “If teachers are better prepared, the impact of reading difficulties,
including dyslexia, will be lessened, and many more students will receive the instruction and support they require to
reach their potential.”
“One of the goals in publishing the IDA Standards was to provide a framework for course content in university and other
teacher training programs,” said Elisabeth Liptak, IDA’s Director of Professional Services. “By recognizing these
programs, we are raising awareness so that other universities will take their lead.” (For more information on the IDA
Standards, see the complete document at www.interdys.org).
The St. Joseph’s University Special Education Department: What Do We Do?
The Department offers a comprehensive program of study with rich field experiences for undergraduate students
interested in graduating with a BS degree with a double major and certifications in both PreK-4 education and special
education. Over three-quarters of our undergraduate students are double majors, seeking both general and special
education certifications. A number of five year programs enable our 4 year graduates to continue their education adding
one more year to their program so they graduate with not only a Master’s degree in Education but the additional
certification in Special Education and the option of a Wilson reading certification.
(Continued on page 13)
12
(Continued from page 12)
Field Experiences
The Special Education Department partners with a number of local schools and school districts, and with an independent
school for students with language-based learning disabilities, AIM Academy. A long-established relationship with a
local urban Philadelphia school has resulted in our teacher-candidates seeking out urban schools for their field
experiences and student teaching, as well as for their career choices. Our undergraduate teacher candidates start their
field placements during their freshman year when taking general education classes that include special education content.
During their sophomore year they spend one morning (3 hours per week) in various special education school settings,
primarily observing and interviewing school staff. The majority of the junior year requires teacher candidates to engage
in one-to-one or small group instruction in general and special education classes. Our graduate students, who are already
certified teachers, are required to complete approximately 60 hours of field experiences working with students. These
application activities correlate with specific course content.
Partnerships
As a result of our partnership with AIM Academy, we are particularly proud of our three-year-old clinically-based
graduate program, referred to as the Teacher-Scholar Program. Teacher-Scholars earn a Master’s degree in Special
Education which includes graduate credit for an intense clinical experience, as they spend four to five hours each day for
the entire school year at AIM Academy. As part of their clinical experience, our Teacher-Scholars participate in
research-based programs and are mentored by AIM and SJU faculty. All candidates accepted in this program become
certified in a number of research-based programs including the Wilson Reading System Level I certification and LETRS
modules 1, 2, and 3. The Teacher Scholar Program is appropriate for both fifth year SJU students and interested graduate
students.
Another strong partnership has developed between the SJU’s Special Education Department and the Wilson Reading
System Program. A rigorous graduate level, theory-based Wilson Certification program allows candidates to complete
their Level I Wilson Certification while earning Special Education graduate credits. This program is unique to Saint
Joseph’s University and is completely online with all classes taught by Wilson Certified Instructors from the Wilson
Language Training Center in Oxford, Massachusetts.
A major initiative of the SJU special education program is to enhance our current secondary special education
certification program. The objective of the Secondary Special Education Certification Program is to provide education
majors with a comprehensive program of study in the education of middle and high school level students with disabilities
in grades 7 through 12. This middle to secondary level certification program has been designed to meet the standards of
the Pennsylvania Department of Education (PDE) as well as the standards of the International Dyslexia Association, the
Council for Exceptional Children (CEC), International Society for Technology in Education (ISTE), National Council
of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Middle Schools
Association (NMSA), International Reading Association (IRA), National Science Teachers Association (NSTA), and
National Council for the Social Studies (NCSS).
Special Recognition
Over the past year, the Saint Joseph’s University Special Education Department has been recognized by the university,
state and professional educational organizations for our exemplary programming and drive to provide an outstanding
educational program with a broad array of course offerings to meet the needs of educators teaching our increasingly
diverse student population.
Following a recent revision of state standards, the Pennsylvania Department of Education conducted a detailed program
review of all statewide teacher education programs. Our Special Education Department program met the rigorous
certification standards, and the Pennsylvania State Bureau of School Leadership and Teacher Quality also approved our
undergraduate and graduate Special Education programs with special recognition. Our programs received special
acknowledgement for having a “Promising Model Practice in the Areas of Field Experience and New Teacher Support.”
In early September of 2011, the Saint Joseph’s University Provost and Board of Trustees acknowledged the strength and
growth of the Special Education Department by identifying the Special Education Department as a department of
excellence. This honor was based on several notable accomplishments, including the development of a number of
innovative programs, full program approval and special recognition by the Pennsylvania Department of Education,
strong collaboration with school partners and research-based professional organizations, and significant growth in the
number of students enrolled and retained with high GPAs over the past few years and since becoming a Department.
13
“A Gow diploma
was the roadmap for
my future success.”
-Steven Luby
Gow 00’ Cornell University 04’
Financial Services Professional
New York Life Insurance Company
GIVING HOPE,
TRANSFORMING LIVES.
Premier college preparatory boarding school
for young men in grades 7-12 with dyslexia
or language-based learning differences.
The Gow School has positively influenced the futures of many successful
alumni with dyslexia and other language-based learning differences.
Our supportive learning environment, exceptional faculty and proven
Reconstructive Language approach provide a comprehensive remediation
solution to help students overcome everyday challenges and achieve goals that
once didn’t seem possible.
Our legacy of resourceful success
continues to grow world wide.
Learn more about the life-changing Gow experience at www.gow.org or
call 716.652.3450.
Experiential Learning with the iPad at The Quaker School at Horsham
Jeff Petzak, Director of Technology; Ruth Joray, Head of School – The Quaker School in Horsham
In education, there is a lot of “buzz” around iPads in the classroom and how they can assist students with learning. Last year this
writer had the opportunity to help introduce a pilot program using the iPad as a 1:1 for a population of students with language based
learning differences. The Transitional Academic Program, known as TAP at The Quaker School at Horsham (TQS), is a highly
individualized transitional educational program that provides students an additional year after eighth grade. Through eighth grade,
TQS offers direct explicit instruction in all areas of language arts, math and social communication. The TAP year assists the
students’ transition before moving onto a more independent tenth grade high school curriculum. One of the central goals is that each
student will become fluent in using the technology that best serves as learning support tools. The mission of the TAP program is
deeply rooted in an experiential learning environment. The six students participating in last year’s TAP were given more privileges
in a less structured school environment, as preparation for a high school setting. A crucial element in the curriculum was the
integration of technology throughout the day. We chose the iPad for its mobility, ease of use operating system, and deployment
functionality.
The science program was closely coordinated with The Outdoor School In Horsham, giving the students access to hands-on learning
off campus and in a natural setting. The curriculum concentrated on environmental science with a focus on water quality and the
effects of pollution on our environment. As real scientists do, the students were immersed in the fieldwork with technology playing
an active role in their learning. Students used their iPad to take videos documenting their instructor’s discussions and activities with
their classmates. When the students returned to The Quaker School they reviewed the videos and using their iPads recorded video
journals of their experiences working in the Outdoor School. This reflective process successfully facilitated discussions with their
peers on what they learned. To complete the process the students would write reflective journals using the ‘Pages’ application. Thus,
the students experienced the full cycle of a completely portable and kinesthetic learning instrument.
At The Quaker School, the morning schedule for TAP students was in the classroom for the core subjects, including language arts,
math, and reading/writing. One of the greatest benefits seen from having the iPad in the classroom was during the reading/writing
class. The students used the iPad on a daily basis to both write and read. The students used the Read2Go app to download assigned
novels, such as Animal Farm and Star Girl. The Read2Go app has many customizable features, such as text-to-speech audio, reading
rate, voice selections, and many visual settings. A benefit of using the Read2Go app was that each student selected alternative
background colors that they felt assisted with their visual processing of the text. Some students also chose to turn the audio off
allowing just the visual tracking of the text. Research has shown that this visual tracking can contribute to the development of
reading rate (Hecker & Burns, 2002). Our observations correlated with findings from Elkind (1998), which reported students using
computer aided reading applications benefited by having higher reading rates and students reported they were less tired and less
stressed using the software.
The iPad also played a key role in the students’ holiday program, a celebration of lights around the world. The students downloaded
Stephen Jones’s ‘Kwanza App’ and studied about the seven pillars associated with each day of Kwanza. This was a unique way to
integrate social lessons of cultural diversity, creating a connection to the Quaker philosophy of peace and harmony. In the holiday
program, each student read about one pillar of Kwanza and lit a candle using the ‘Free Candle’ app by Poets Mobile on their iPad.
Some students used the iPad as a surrogate reader, choosing to have the passage read aloud to the audience. Students who are not
comfortable as fluent readers can still meaningfully participate in group presentations.
Probably the greatest benefit from integrating the iPad into the students’ daily lives was their engagement in their learning. The
students were motivated not only to learn about the iPad, but how it could be used in and outside the classroom. The iPad was a tool
that helped make typical learning activities more relevant to their lives. The iPad calendar and notes application assisted the TAP
students with developing executive function skills, such as organization and planning, assets in high school. They had an opportunity
to be in control of their learning, in ways more effective than using a laptop or desktop.
The iPad was integral in developing components that the students used to present their work in an e-portfolio. Each student created a
personal portfolio demonstrating personal interests, preferred learning strategies, and work samples. These multimodal casebooks
demonstrated the range of learning skills and strategies acquired through the year in TAP. At their Commencement ceremony, each
student presented a segment of his/her portfolio that included samples of narrative writing, research, poetry, photography, graphics,
etc. The versatility and potential for individualization using the iPad as the center-point for assistive technology was clearly evident
in this final presentation. Another outstanding feature of that event was the clear evidence of self-confidence and self-awareness in
the students who had been our first to experience this immersion in technology.
Works Cited
 Elkind, J. (1998 15-January). Research and efficacy. Retrieved 2012, 8-February from Kurzweil educational systems:
www.kurzweiledu.com/research-efficacy.html
 Hecker, L., & Burns, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of dyslexia ,
52, 243-272.
http://itunes.apple.com/us/app/kwanzaa/id346505905?mt=8
http://itunes.apple.com/us/app/free-candle/id434064534?mt=8
http://itunes.apple.com/us/app/read2go/id425585903
15
Unlocking Learners,
Building Leaders
A Friends Elementary & Middle
School for Bright Children who
Learn Differently
TQS Eighth grade Commencement June 8, 2012
www.quakerschool.org
Learn about our 2012-2013 Speaker Series
Upcoming Events
Saturday, October 20, 2012
9am -10:30 am
Open House
11am -12:30 pm Dr. Richard Hess
Executive Functioning
Tuesday November 27, 2012
9:30am -11 am
Open House
Saturday January 12, 2013
9am -10:30 am
Open House
11am -12:30 pm Dr. Jed Yalof
Non-verbal Learning Disabilities
More events coming, please check our website!
www.quakerschool.org
250 Meetinghouse Road
TQS Individualized Multi Sensory
Program includes:
4:1 Student/Teacher Ratio
Integrated Assistive Technology
Wilson Reading System
RAVE-O
Step Up to Writing
Lindamood-Bell: Visualizing and Verbalizing ©
Saxon Math
All Kinds of Minds School of Distinction
Integrated Speech and Occupational Therapy
Social Competency Curriculum
Horsham, PA 19044
(215) 674-2875
Resource Center
By Tom Jennings, Psychologist, The Reading Connection
In the last edition, I referred to a presentation on technology that several Delaware Valley Friends School students had made at the
Apple store in Ardmore and listed some of their favorite “apps” for computers, laptops and iPads. I had not been able to attend that
event, but not long afterward, I was fortunate to see their demonstrations in person as part of an excellent technology workshop at
the school in May. Some of the demonstrated programs were familiar, but several were new to me, and in every case, it was
interesting to learn in what ways real-live students were finding these apps useful in their work, and to observe the facility with
which they can operate them.
Dragon Dictate, previously well-known as Dragon Naturally Speaking, was demonstrated by Michael, a seventh-grader at DVFS;
he explained that this speech recognition software allows him to complete writing assignments much faster than when typing on a
keyboard. The accuracy of this dictation program has improved dramatically in recent versions, and very little training is required to
get up to 99% accuracy. In addition to use within such programs as Word, this software also works well for email and for computer
commands, and it can be used with several of the note-taking and study skills programs that were demonstrated by other students and
are described below. Dragon Dictate, also known as MacSpeech Dictate, is a product of Nuance Communications, and is built into
newer versions of the iPad, iPhone, iMac and some other devices.
iFlash for Mac, as described by Mary Katherine, a senior student, is an easy way for students to create and use flash cards on a Mac,
and be able to download them to any of their more portable Apple devices, including the iPhone, or print them out for use in the
old-fashioned way. This remarkable program allows students to type or dictate information onto virtual flash-cards for use in
studying any subject. Pictures, recorded voice and music can also be downloaded, along with text, onto the cards. Students can sort
the cards and control how they are displayed, and can eliminate cards as they become well-learned. This program has a multitude of
features, the full use of which would require some training time. It was developed by Loopware, Inc., and can be downloaded for
$14.95 at: http://www.loopware.com/iflash/
Rob, a junior, demonstrated the Livescribe SmartPen, an innovative note-taking system that combines and integrates hand-written
notes with voice-recording of classroom teaching. He showed how a special ballpoint pen can be used to write notes on special
paper, while its built-in microphone records the teacher’s voice. This is a boon to students who are permitted to record their classes,
but who often don’t have the time to replay an entire lecture. With this device, the student can tap on a particular part of the written
notes, and that portion of the recording is replayed, either through the SmartPen itself, or through a computer, to which the notes and
recording have been uploaded via included software. SmartPen packages start at $119.95 for a 2GB version and include the pen, a
starter notebook of special paper (“dot paper”), and software for downloading to a computer or mobile device. The program will
work with Mac or Windows systems. Added costs will arise for this device - ink cartridges need to be replaced, and additional
supplies of dot paper need to be purchased. More information is available at:
http://www.livescribe.com/en-us/smartpen/desktop.html
Microsoft Office 2011 for Mac
Nick, also a junior, demonstrated another option for linking manual note-taking and audio recording of classes. Within the Office
for Mac system, there is a variation of the Word program, called “Notebook Layout View,” that allows synchronized typing and
recording, so a student can click on a place within the displayed notes and hear a replay of that portion of the lecture or class
discussion. The program uses the built-in microphone of the computer, and the audio file can be exported as a stand-alone audio file
for listening on a mobile device. For more information:
http://mac2.microsoft.com/help/office/14/en-us/word/category/27d745ba-9449-4cf0-9473-b0e9648623d3
Comparison of the SmartPen and Notebook Layout View options for note-taking

Notebook Layout is included in the Office for Mac package, a $119.95 one-time cost, so no additional investment and no
replenishing of supplies is required, but a laptop computer is needed in class, with typing input. Recording and playback
functions seem a little complicated.

The SmartPen may be an additional cost to purchase, and it is more costly to maintain, but the pen and paper are a more natural
form of note-taking, and the recording and playback functions are more straightforward to use.
Thanks to the staff and students at DVFS for providing the inspiration and much of the substance of this report. As always,
comments and suggestions for future articles are welcome at thomasj343@aol.com.
17
The Last Boys Picked: Helping Boys Who Don’t Play Sports Survive Bullies and Boyhood by Janet Sasson Edgette, Psy.D. with Beth Margolis Rupp, M. Review by Marisa LaDuca Crandall, Ph.D. “The coolness factor associated with being athletic has created a veritable caste system.” We all know a boy, in our professional or personal lives, who does not love sports. Janet Sasson Edgette and Beth Margolis Rupp, in their new book, posit that these “unathletic” boys face enormous challenges in the United States of America simply due to that fact. By incorporating clinical vignettes with literature review and direct advice, the book offers an informative, insightful, and compassionate explication of this distressing problem that could be helpful to professionals who work with children, educators, and most of all to the parents of these boys. Edgette and Rupp first describe the experiences of many American boys and men who do not like sports, painting a fairly dismal picture. Men report having had difficulty making or keeping friends, fitting in at school, and the feeling that it was impossible to be popular with peers without athletic prowess and physical strength. Some of the stories indicate that negative feelings persist into adulthood. Edgette and Rupp then provide an exhaustive and very well‐elaborated list of developmental, temperamental, and learning factors that may influence a child’s athletic ability or his/her ability to engage successfully in competitive team sports. This section of the book is important, because while professionals who diagnose children with learning or developmental or sensory integration disabilities are usually very attuned to the academic risks associated with their diagnoses, the secondary risks associated with a boy who is unable to catch a ball may not be so readily apparent, and Edgette and Rupp would posit that those risks are as grave as the academic ones. Describing the ways that nonathletic boys cope, “faking it” and “making it” garner attention as the most frequent means of fitting in, with some portion of boys getting “broken” by their unwillingness or inability to fake it or force themselves to be successful at competitive sports. They note the dire consequences of having to be inauthentic and fake one’s way through life in order to fit in. Chapters on the dangers of romanticizing masculinity, family components, and creating new paradigms for our children all contain solid research and a thorough integration of other writings on the topic, especially on the topic of gender stereotypes and “boy code.” There were many aspects of this book that I liked very much; some of my favorites were the scripts that the authors provide for parents to say to their sons in difficult situations. They repeatedly admonish against “misguided compassion,” where parents avoid talking with their son about his difficulties because they do not want to make him more upset, or when they fail to hold their sons accountable for poor behavior because they know that he has it so bad at school that they do not want to make it worse. They also encourage parents to try to see their sons objectively, and this is advice from which all parents can benefit. The final chapter, “Becoming Effective Agents of Change,” was perhaps my favorite one. Throughout the book are sprinkled a wealth of suggestions for educators as well as parents, for methods to decrease the devastating emotional impact of the primacy of athletics in schools without suggesting that we eliminate or denigrate athletics. I was please to find that many of those suggestions are already in practice at the school where I work, which was until last year solely a boy’s school. The authors also clearly delineate bad behavior from “boy behavior.” This book is a must‐read for parents of any nonathletic boy, and a “should‐read” for anyone working in schools with children. 19
“Every time I accomplish something I
think there is no way I would have gotten
there without Benchmark.”
Kristie McCollom, Alumna
Reading is just the beginning of what children learn at Benchmark School
“When people ask me what is the best school I have seen in action, my
go-to school is Benchmark. It is incredible and without peer.”
Steve Graham, Currey Ingram Professor of Special Education and Literacy, Vanderbilt University
Students who attend Benchmark arrive with labels such as dyslexia, auditory processing
difficulties, ADD, ADHD, executive functioning difficulties, or language-based
learning differences. From this starting point, Benchmark develops a profile of each student’s
strengths and challenges and uses this understanding as a basis for individualized
instruction. Benchmark graduates are self-advocates who take charge of their own learning and
meet with success in public and independent high schools, college, and beyond.
* Special Notice *
Experience Dyslexia: A Simulation
Presented by PBIDA at Benchmark School
Tuesday, October 23
7:00-9:30 PM
$15pp
Send reservation and payment to:
Benchmark School
2107 N. Providence Rd, Media PA 19063
(2 hours Act 48 Credit)
Benchmark School
Reading is just the beginning
Media, PA | 610.565.3741
www.BenchmarkSchool.org
Contact us for Admissions and Open House Information
610.565.3741
Benchmarkinfo@BenchmarkSchool.org
financial aid available
(Continued from page 1)
paramount in all aspects of life – social, work and personal as well as academic. Successful adults with learning
differences have developed the self confidence to stand up for themselves. They have also learned that they have the
power to control their own destiny by making decisions, acting upon them and evaluating them. At the same time, they
are willing to consult with others while making decisions and take responsibility for their actions.
Perseverance. Successful adults with learning disabilities are not quitters. No matter how tough the going gets, they
persevere. On the other hand, they know when to quit when a certain path to their goal isn’t working. They rarely give
up on the goal, but either modify it or find another way to achieve it. They have a positive attitude about adversity,
viewing it as a learning experience that will help them reach their goals.
Goal Setting. Setting goals in early adolescence is a hallmark of successful adults with learning differences. While they
may be tentative, these goals help to give meaning and direction to their lives. Successful adults understand the step-bystep process for reaching goals and have learned to plan their strategy accordingly. They have also learned to set goals
that are specific, realistic and attainable given their particular learning disabilities.
Effective Support Systems. Successful individuals with learning disabilities recognize when they need help and know
where to get it. As adolescents, they actively seek support from a network that may include family, friends, mentors,
teachers, co-workers and therapists, among others. These support people hold clear and realistic expectations regarding
the adolescent’s life goals and outcomes and provide guidance without being harsh or critical. As adolescents with
learning differences grow into adulthood, they reduce their dependence on this support system but maintain contact.
Emotional Coping Strategies. Living with learning disabilities creates stress that usually pervades all aspects of life –
school, work, home and social settings. Successful individuals acknowledge this stress and learn to recognize what
specific situations trigger stress for them. They also learn to recognize their own personal signs of stress developing such
as cold and clammy hands or hyperventilation. They develop coping strategies such as asking for help with
unmanageable tasks, planning ahead for difficult situations and avoiding negative or critical people. They recognize
when they need help from others to cope, and they actively seek it.
Since learning disabilities present lifelong challenges that extend far beyond the classroom, the Frostig research team
emphasized the importance of helping children develop these six success attributes, along with academic skills, to
enhance their chances of success in adulthood. This requires exercise, practice and review, just like any other
skill children learn.
At different ages and stages of life, parents and teachers
may need to revisit these attributes with their children as
new challenges arise. For example, when a child is first
diagnosed with a learning disability, self awareness is
paramount. For adolescents, proactivity in making social
connections may be the focus.
For college-bound
students, perseverance and support networks are
particularly important. For those who are job hunting, self
awareness and realistic goal setting are key. Across all
ages and stages, it is vital to help individuals with learning
differences develop perseverance and emotional coping
strategies. Teachers and parents both have an important
role to play in this work which can help children and
adolescents enjoy greater success in their adult lives.
For more on the Frostig Center research, visit
www.frostig.org.
21
Calendar of Events
September
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.

First Day of School, September 4, 9:00am.

Coalition of Advocates Training, September 7, 9:00am –12:00pm.

Training: Understanding Evaluations, September 28, 9:00am.
October
Benchmark
School
Admission
Open
House,
October 4, 9:00am-11:00am.
Register at
benchmarkinfo@BenchmarkSchool.org or 610-565-3741
Academy in Manayunk Open House, October 10, 9:00am-11:00am, AIM Academy. Register at www.aimpa.org
Delaware Valley Friends School Admission Open House, October 10, 9:00am-11:00am. Register at
www.dvfs.org or 610-640-4150 x2160.
Drs. Sally and Bennett Shaywitz, “Dyslexia: Translating Science into Policy & Practice—It’s Time!,” October
18, 6p.m., Delaware Valley Friends School. Visit www.dvfs.org for more information and to register.
Experience Dyslexia: A Simulation, presented at Benchmark School by PBIDA, October 23, 7:00pm –9:00pm.
$15pp, Checks payable to Benchmark School. Two hours Act 48 Credit. To register or for more information contact
Dr. Eleanor Gensemer, 610-565-3741 or EleanorGensemer@BenchmarkSchool.org.
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.

Bring a Friend to SAT Prep, October 2, 3:00pm –8:00pm.

Coalition of Advocates Training, October 5, 9:00am-12:00pm.

Unity Day-Unite Against Bullying, October 10, 9:00am.
November
Benchmark School Admission Open House, November 1, 9:00am-11:00am.
Register at
benchmarkinfo@BenchmarkSchool.org or 610-565-3741.
Academy in Manayunk Open House, November 7, 9:00am-11:00am, AIM Academy. Register at www.aimpa.org.
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.

Coalition of Advocates Training, November 2, 9:00am-12:00pm.

Training: Working Memory’s Effect on Reading, November 9, 9:00am.
 Bring a Friend to Homework Help, November 15, 3:00pm-8:00pm.
Reading ASSIST® Institute CORE (Creating Opportunities for Reading Excellence) Conference, November 17. A
one-day conference featuring keynote speakers Dr. Louisa Moats and Dr. Anita Archer. Break-out sessions to focus
on teaching reading Pre-K through Grade 8, including ESL, in the context of the Common Core State Standards.
Cost is $245. For more information and to register go to www.readingassist.org.
Delaware Valley Friends School Admission Open House, November 28, 9:00am-11:00am. Register at
www.dvfs.org or 610-640-4150 x2160.
December
Benchmark School Admission Open House, December 6, 9:00am-11:00am.
Register
benchmarkinfo@BenchmarkSchool.org or 610-565-3741.
Total Learning Center, Wexford location. For information on the following programs, call 724-940-1090.

at
Coalition of Advocates Training, December 7, 9:00am-12:00pm.
 Bring a Friend to FACT Attention Programming, December 12, 3:00pm-8:00pm.
Delaware Valley Friends School Admission Open House, December 12, 9:00am-11:00am.
www.dvfs.org or 610-640-4150 x2160.
23
Register at
OPEN HOUSE TOURS
Parent/Guardian
Admission Tours
Admission tours begin at 9 AM.
November 7, 2012
December 5, 2012
February 6, 2013
March 6, 2013
April 10, 2013
May 1, 2013
Professional Tour*
November 7, 2012
12:30 PM Lunch & Tour
*For psychologists, therapists,
teachers, administrators, etc.
Please call admissions at
610-355-9580 to register.
The first Quaker
school in the nation
for students who
—struggle in a mainstream classroom
—have dyslexia, ADHD & other
language-based disabilities
We are the most authoritative source and
have the most experienced staff. Come
hear about our highly acclaimed program.
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s3TUDENTTO4EACHER2ATIOIN-IDDLE3CHOOL
s/NETO/NEI0AD)NITIATIVE
s-ULTISENSORY!CADEMIC0ROGRAM
s/RTON'ILLINGHAM2EADING
s2ESPONSIVE#LASSROOMš
s&AST&OR7ORDš0ROGRAM
s34%03CLASSESBUILDING
SOCIALEMOTIONALSKILLS
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s%XTENDED$AY#ARE
s4RANSPORTATION!VAILABLE
s3UMMER,EARNING0ROGRAM&#AMP
3TRATFORD&RIENDS3CHOOLs"ISHOP(OLLOW2OADs.EWTOWN3QUARE0!
4ELsWWWSTRATFORDFRIENDSORG
Delaware Valley Friends School
Celebrating 25 years as a leader in educating
students with language-based learning differences
Open Houses

Wednesday, OCTOBER 10
 Sunday, NOVEMBER 4
 Wednesday, NOVEMBER 28
 Wednesday, DECEMBER 12
9:00-11:00 AM
1:00-3:00 PM
9:00-11:00 AM
9:00-11:00 AM
Admissions presentation and tour. RSVP required.
19 east central avenue / paoli, pennsylvania 19301 / 610.640.4150
www . d v f s . or g
Our Literacy and
Intervention Experts
Share Proven Strategies
Sopris Learning was founded by partnering with the educators and researchers whose work
demonstrated the ability to raise student achievement levels in literacy, math, and positive
behavior. Today, Sopris continues to focus on helping all students reach their full academic
potential, with a firm commitment to bridging the gap between research and practice.
We are proud to represent the work of world-renowned educators, authors, and researchers,
including the following PBIDA speakers:
Don’t Miss These Innovative Sessions
Linking Common Core State
Standards to Your Curriculum
Susan L. Hall, Ed.D.
Author of I’ve DIBEL’d, Now What? and
coauthor of LETRS
11:15 a.m.
Explicit and Engaging
Comprehension Instruction
Techniques
1:45 p.m.
Wanted: Ravenous Learners
with an Insatiable Appetite
for Knowledge
Nancy Hennessey, M.Ed., LDT-C,
Coauthor of LETRS
1:45 p.m.
800-547-6747 | www.soprislearning.com
For questions, contact your local representative:
Elmer Ildefonso
856-723-1902
elmer.ildefonso@soprislearning.com
Register Now!
The Pennsylvania Branch of the International
Dyslexia Association
34th Annual Fall Conference
The Many Dimensions of Literacy
October 5, 2012
Woodlynde School, Strafford, PA
Hosted by Woodlynde School
CONFERENCE SPONSORS
ACT 48 SPONSOR
The Children’s Hospital of Philadelphia
ASHA: This program is offered for up to .45 CEUs (Intermediate levels, Professional area).
Online registration: www.pbida.org
27
Where Great Minds Learn Differently
Established 1976
For intelligent, talented students with
learning differences in grades K-12,
Woodlynde School is the region’s leading
educational resource.
Woodlynde Students:



Woodlynde students emerge with
the tools and self-confidence to be
successful and happy in
college, career, and life

Gain access to our caring experts
in education
Thrive in our nurturing environment
Benefit from our specialized teaching
methods and strategies
Rise to the challenge of our collegeprep curriculum.
Upcoming Open Houses
October 9 ● November 13 ● December 11
8:45 am
For more information, visit www.woodlynde.org/admissions
445 Upper Gulph Road | Wayne/Strafford, PA 19087 | 610.687.9660