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 |
| 8:00 am |
Registration, Breakfast , Networking |
| 9: 00
am |
Welcome address :
Opening Remarks |
| 9:
30
-11:00 am |
“The
Social and Emotional Impact of Learning Disabilities
Across the Lifespan”
Dr. Arlyn Roffman
Research tells us that
students with learning disabilities often struggle
socially and that many suffer isolation and
loneliness that can persist into adulthood. Social
failure and/or emotional instability can have
devastating effects on students’ educational
experience, making them vulnerable to academic
disappointments and cruelty from their peers. It is
essential that schools expand their focus beyond
reading, writing, and math and address the
social/emotional side of students with LD.
This session will open
the conference by focusing on how learning
disabilities can contribute to social skills
deficits, why so many students with LD struggle as
they navigate the social world with their peers and
with adults, how students with social/emotional
issues tend to feel about themselves and about their
potential, how low self-esteem affects academic
learning, and what research tells us about the
social/emotional dimension of their lives.
Questions and Answers |
| 11: 00
-11:30 am |
Coffee Break - Networking |
|
11: 30
-1:00 pm |
“ The
Road Less Traveled “ Geet
Oberoi
Emotional and social
learning components are as important as the
academic. Education is a term which is as much used
as it is misunderstood. Education is not only about
reading, writing and cracking the mathematical code,
but it implies the training and development of an
individual through the impressionable years, to make
the individual a happy, constructive and an
independent person. Somehow in the rush to cover the
curriculum, educators appear to have forgotten how
important it is to address the social cognition
aspects as well. For children with a specific
learning disability, this piece is significantly
important, and if left unaddressed leaves them at a
significant disadvantage as they grow older.
“The Road Less
Traveled” is an interactive session wherein the
emphasis will be on the HOW of teaching instead of
the WHAT of teaching. Research-based evidence
pertaining to the significance of neuro-plasticity
and simple strategies based on this will be
presented. The similarities and differences in the
diverse group of students present in the classrooms
will be examined from the fresh perspective of
strengths rather than weaknesses.
Questions and Answers |
|
1:00
-2:00 pm |
Lunch Break - Networking |
|
DAY 1:
26/ 10/2011: WORKSHOPS
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|
2:00:-3:30 pm |
Workshop ( A) |
| |
“Social
Skills Training for Students with Learning
Disabilities” Dr.Arlyn Roffman:
It's a social world we live in. Our students are
involved in dozens of interpersonal interactions
every day with family members, with teachers and
students both in and out of school, and with other
community members in the world beyond the classroom.
Many youth with LD stumble as they try to connect
interpersonally; this affects not only their
friendships but also their relationships in the
community and within the workplace.
Since the literature
suggests a strong relationship exists between social
functioning during childhood and long-term social,
vocational, and psychological adjustment, it’s
crucial that this area be addressed as early as
possible in the education of students with LD. For
those who need it, social skills training must be
direct and intensive, provided across settings and
over enough time to promote generalization of the
skills being addressed.
This session will
define social skills and social competence and will
focus on what teachers can do to help their students
become more socially adept. Best practices in social
skills training will be presented, and participants
will have the opportunity to begin to plan how they
can develop a model of social skills training for
their own educational settings.
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2:00:-3:30 pm |
Workshop ( B) |
| |
“Application of Multiple Intelligences in the
Classroom”
Geet Oberoi:
Keeping the flow
of strengthening the strengths and affinities, this
session would focus on the concept of Multiple
Intelligences and the various Learning Styles and
how a teacher in a ‘regular’ classroom can make use
of these concepts and make learning for all subjects
including co-curricular, more meaningful and
interesting. This will effectively enhance the
performance of not only children with learning
difficulties but of all the learners in the class.
This
session will include
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DAY 2:
27/ 10/2011: |
| 8:30 am |
Registration, Breakfast , Networking |
| 9:
30 - 11:00 am |
“Looking
At The Bigger Picture’ – Inclusion”
Geet Oberoi
There is more to
education than just studying. We all realize that
but do we believe it? Do we follow it in our
classrooms? In this session the emphasis will be on
the objective of education. What are the various
factors that impede the concept of Inclusion to
bloom? The beliefs and attitudes, the most
significant contributory factors to the spread of
Inclusion, will be discussed. A gentle reminder that
the unsaid word or gesture can convey our attitudes
and beliefs without our active realization and can
affect the child. The meaning and scope of learning
strategies will be discussed.
Questions and Answers |
| 11:00-
11:30 am |
Coffee Break - Networking |
|
11:30- 1:00 pm |
“Life Issues as Youth with LD Move into
Adulthood”
Dr. Arlyn Roffman
As children grow into
adolescence and adulthood, the characteristics of
their learning disabilities persist but surface in
new ways, with new and varied implications for life
beyond the classroom. Issues that emerge are less
related to performance in school and more toward
successful employment, community integration,
self-care, and relationship development.
For example: reading
problems can make it difficult to deal with emails
or training materials on the job; writing problems
can lead to problems filling forms at the doctor’s
office. Math difficulties often make it hard to
manage money; social skills deficits can lead to
difficulties making friends, relating to co-workers,
and establishing long-term romantic partnerships.
This session will focus
on the non-academic side of learning disabilities
and will provide strategies teachers and parents
alike can use to help youth with LD prepare for life
beyond their school experience.
Questions and Answers |
|
1:00 - 2:00 pm |
Lunch Break - Networking |
|
DAY 2:
27/ 10/2011: WORKSHOPS |
|
2:00:-3:30 pm |
Workshop ( A) |
| |
“Teaching Self-Advocacy and Practical Skills”
Dr. Arlyn Roffman
Children with LD have
much to learn beyond the academics that are
emphasized in schools. In addition to basic skills,
they must become self-aware and come to terms with
their limitations. It is critical that parents and
teachers help students with learning disabilities
find the balance - recognize their strengths along
with their challenges, realize that there are
accommodations and practical strategies that will
help them work to their fullest potential, and
develop the skills and confidence to ask for what
they need in order to succeed in the classroom, work
world, and community settings.
This interactive
workshop will focus on how adults can foster
self-determination by empowering students with
self-knowledge, self-acceptance, and self-advocacy
skills. Practical strategies will be discussed,
particularly for students with executive functioning
disorder who struggle with organizing and
prioritizing, attending to details, and managing
time and space. Role plays and small-group
activities will help participants prepare to help
their students in this vital area.
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2:00:-3:30 pm |
Workshop ( B) |
| |
“Strategy Training for Reading Comprehension
Deficits, Metacognition and Executive Functioning
Deficits”
Geet Oberoi
After a vigorous mental
workout of our beliefs and notions about meaning and
function of education, this session would be
hands-on training to assist with children who
exhibit reading comprehension deficits,
metacognition and executive functioning deficits.
These deficits are evident in some children with
learning disabilities and (or) ADHD/ADD and the
effects of which are far reaching and go beyond the
classroom. These higher order skills in conjunction
with reading comprehension form the foundation of
performing adequately in higher classes. This
session aims at equipping the participants with
ready-to-use strategies in both general classrooms
and smaller groups.
The session will include
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3:40 pm |
Conclusion
- Distribution of certificates
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