Albany, NY – "GUIDING TEENS WITH LEARNING DISABILITIES: NAVIGATING THE TRANSITION FROM HIGH SCHOOL TO ADULTHOOD" -
Adolescence is a pivotal time of transition in the lives of all young people. But for millions of teens with learning disabilities, LD, and for their parents, the term "transition" has added meaning.
It's a formal process legally mandated under the Individuals with Disabilities Education Act, IDEA, in which the student, the parents, and school professionals must work together to plan for the student's life beyond high school. This planning should occur by the time the student is sixteen.
"Guiding Teens with Learning Disabilities: Navigating the Transition from High School to Adulthood", is designed to be a comprehensive help book for students with LD. It's also hoped the guidelines will benefit parents, special education teachers, guidance counselors, and mental health providers.
The book is written by Dr. Arlyn Roffman a psychologist and Professor of Special Education at Lesley University in Cambridge, Massachusetts. Dr. Roffman has nearly 40 years working with youth and adults with learning disabilities. She's the founding director of Threshold, a transition program for young adults with LD, now in its 28th year.
Glenn Busby reports. (4:10)
At the conclusion of the above story, we asked people to visit this location for links to additional resources that were too numerous to list in a radio story.
Here they are:
The Advocacy Institute at http://AdvocacyInstitute.org
National Center on Secondary Education and Transition at http://www.ncset.org
PACER Center at http://www.PACER.org.)**
"THE SHORT BUS: A JOURNEY BEYOND NORMAL"
Part Two: Advocacy for Students with Learning Disabilities -
As we heard in our first story, there are some 7-million children in the U.S. with disabilities. For the past 35-years, children with disabilities, their families, and the professionals who work on their behalf, have tried to revolutionize educational and workplace opportunities.
The Individuals with Disabilities Education Improvement Act of 2004 made important amendments to the federal special education law. Since that reauthorization, the government implemented more new regulations in 2006, and continues to publish updates. But despite what's already been done, as we're hearing in our stories today, there is still room for much improvement.
Last week, we spoke with Jonathan Mooney, who told us he was labeled severely dyslexic and ADHD in grade school. Yet, Mooney went on to graduate from Brown University with honors. Mooney is the recipient of the distinguished Truman Fellowship for graduate study in the fields of creative writing and disability studies. This week, we complete our conversation with him as he talks about the importance of advocacy.
"The Short Bus" is published by Henry Holt and Company.
Glenn Busby reports. (9:40)
**(Attention Listeners and Program Directors. The website mentioned at the end of the above story for those seeking additional information is: www.jonathanmooney.com.)**
"HARD-WIRED FOR ACADEMIC STRUGGLE" -
When you think about it...everyone is different. And not everyone learns the same way either. Landmark College's mission is to transform the way students learn, educators teach, and the public thinks about education. Landmark is a junior liberal arts college in Vermont with a first-of-its-kinds program designed exclusively for students with learning disabilities - - including ADHD and dyslexia. English Professor, Dr. MacLean Gander, wrote and delivers this guest commentary called, "Hard-Wired for Academic Struggle."
Dr. MacLean Gander comments. (3:49)
**(Attention Listeners. To find out more about what Landmark College may have to offer you or your student, go to: www.landmark.edu.)**