National Institute for Learning Development - NILD

South-Central Regional Conference Examining the Role of Cognition in Meeting the Needs of Students with Learning Disabilities 

South-Central Regional Conference Examining the Role of Cognition in Meeting the Needs of Students with Learning Disabilities
January 9-11, 2020
Location: The Woodlands Christian Academy
5800 Academy Way
The Woodlands, TX 77384

Saturday, January 11th – 8:30-9:55 am Conference Welcome/General Session 1

The Role of Cognition in Developing Mathematical Conceptual Understanding and Computational Fluency

Supporting students’ mathematical learning is essential.  In a society that increasingly depends on quantitative skills, acquiring mathematical skills is not only important for academic and professional success but is also critical to manage everyday tasks.  Conceptual understanding and computational fluency are essential quantitative skills facilitating mathematical understanding, sense-making, and problem-solving abilities.  Students with learning disabilities can exhibit difficulty learning and developing mathematical conceptual understanding and computational fluency due to underlying cognitive deficits.  However, the cognitive processes that support conceptual understanding and computational fluency can be strengthened.  This session will:

  • Define developmental dyscalculia and identify the prevalence of specific learning disability in mathematics in the general school population.
  • Explore cognitive processes that underlie mathematical conceptual understanding and computational fluency.
  • Discuss the overlap in cognitive processes in literacy and numeracy.
  • Increase practitioners’ intentionality and proficiency in addressing the cognitive processes that impact mathematical conceptual understanding and computational fluency (within the NILD Educational Therapy model.)

10:15-11:30 am General Session 2

The Role of Cognition in Reading Acquisition and Literacy Skills: Research Findings & Practical Application

Underachievement in reading in the United States continues to be a well-documented and ongoing concern, with only 35% of fourth-grade students scoring at or above proficiency in reading, according to the U.S. Department of Education. This session will explore the role of underlying cognitive processes in the acquisition of reading and the reading process, positing a plausible explanation for the significant number of non-responders to typical reading instruction.  Recent findings from brain imaging studies and cognitive research related to various aspects of the reading process will be reviewed, with implications for educational practice and intervention design in mind.  This session will conclude with a lively discussion of practical application suggestions for educational therapy and classroom practice.  Goals/objectives of this session include:

  • Understand how brain development and cognition impacts reading and literacy acquisition and vice versa.
  • Explore the process of learning to read from a brain-based perspective.
  • Discuss recent developments in brain research related to dyslexia and reading disabilities.
  • Review specific cognitive correlates to various aspects of the reading process and how NILD Educational Therapy addresses these processes.
  • Increase intentionality and proficiency in addressing the cognitive aspects of the reading process within the NILD Educational Therapy model and the general classroom.

11:30 am-12:00 pm Announcements and Recognitions

12:00 pm-1:30 pm Lunch

1:30-2:45 pm General Session 3

NILD Research Update: Pathways & Projections

Various key stakeholders with interest in student outcomes want to know what is inside the “black box” of treatment. Peering into this “black box” provides insight into the mechanisms underlying why a treatment approach is effective. Outcomes from specific student populations with various learning differences highlight the efficacy of NILD’s methodological approach.  NILD certification training provides the pathway for educators to become equipped to implement the research-informed distinctives of the NILD Educational Therapy intervention approach. Additionally, NILD’s certification training significantly impacts educators’ knowledge, beliefs, and instructional practices.  Ongoing collaboration with internal and external research partners projects the message of NILD’s program efficacy and credibility to expanded audiences.  Goals/objectives of this session include:

  • Review the Theory of Change for the NILD Educational Therapy model.
  • Highlight student and NILD Educational Therapist outcomes.
  • Discuss research on the horizon.
  • Call for action!

Breakout Session for Level I Trained Therapists and Other Attendees

3:00-4:00 pm Educational Therapy Technique review and incorporating social-emotional components into sessions

4:00-4:30pm   Q & A / Wrap

Breakout Session for Levels II and III Trained Therapists

3:00-4:00 pm Educational Therapy Technique review and incorporating social-emotional components into sessions

4:00-4:30pm   Q & A / Wrap

 

Thursday, January 9th – Friday, January 10th – Pre-conference workshops include:

Thursday 01/09
Promoting & Coaching Executive Functio– 1 day workshop, beginning at 8:30 am

Rx for Discovery Reading – 2 day workshop, beginning at 8:30 am (Day 1)

Friday 01/10

Rx for Discovery Reading – 2 day workshop, beginning at 8:30 am (Day 2)

Woodcock-Johnson IV – 1 day workshop, beginning at 8:30 am **(pre-requisite for Level II attendance)

 

Pricing 
*Conference $119, Register by 12/09/19 and save $30!

*Promoting & Coaching Executive Function – $425

*Woodcock-Johnson IV – $425

*Rx for Discovery Reading – $710

Bundle a pre-conference workshop with in-person conference day attendance and save an extra $50 with code BUNDLE.

Click here to register

Can’t join us in person?  You can purchase the Recording of the general sessions for $140 (distributed by March 30, 2020 after all conferences have concluded).

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