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Disability.gov

May 17, 2012 in Resources

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Disability.gov is the federal government website for comprehensive information on disability programs and services in communities nationwide. The site links to more than 14,000 resources from federal, state and local government agencies; academic institutions; and nonprofit organizations. You can find answers to questions about everything from Social Security benefits to employment to affordable and accessible housing.

New information is added daily across 10 main subject areas – Benefits, Civil Rights, Community Life, Education, Emergency Preparedness, Employment, Health, Housing, Technology and Transportation.

Disability.gov is a web portal, which means every time you select a resource, you will be directed to another website. For example, a resource about Social Security benefits may direct you to the Social Security Administration’s website, www.ssa.gov. Disability.gov is not responsible for the maintenance of these resources or websites.

A PDF version of our fact sheet is available in the Newsroom.

How Do I Find Resources?

There are two ways to search for information on Disability.gov.

Use the Search Box, located on the home page, directly beneath the Disability.gov logo; or
Use the Information by Topic menu on the left side of the home page.
Visit the How to Use This Site section to learn more about finding your way around the site.

Who Visits Disability.gov?

Many people visit Disability.gov, including individuals with disabilities, their families, Veterans, caregivers, employers, educators and others. Our purpose is to connect people of all abilities to the resources they need to fully participate in their communities.

Who “Owns” the Site?

Disability.gov is managed by the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP), in collaboration with 21 federal agency partners. For a detailed list, please visit our Partners page.

How Can I Link to Disability.gov?

If you would like to add a text or logo link to Disability.gov on your website, visit the Link to Us page to get directions. Simply copy the HTML code for the link you prefer and add it to your website. https://www.disability.gov/

 

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Dyslexia Association Identifies Dyslexia Warning Signs, Facts And Myths As Part Of “National Dyslexia Awareness Month”

December 22, 2011 in Resources

Dyslexia Association Identifies Dyslexia Warning Signs, Facts And Myths As Part Of “National Dyslexia Awareness Month”
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What do business moguls and , entertainers Cher and , famed designer Tommy Hilfiger, renowned paleontologist Dr. John R. Horner, Olympians and , actors Danny Glover, and , and Hall of Fame Ryan all have in common? They are among the millions of individuals who have overcome dyslexia to become successful in later life. Estimates by the U.S. Department of Health & Human Services suggest that as many as 15% of all individuals in the U.S. may have dyslexia or a related learning disorder.

October is Awareness Month, and the Massachusetts Branch of the International Dyslexia Association (MABIDA) is encouraging parents and caregivers to understand the warning signs for dyslexia as well as the facts and the myths about this . Most importantly, MABIDA is helping to ensure that every child affected by dyslexia receives the support necessary to overcome their and develop strong reading skills.

What is Dyslexia?

Dyslexia is a language-based that involves difficulties in the area of reading, particularly with accurate and identification. Dyslexia most often results from difficulties in , or the ability to hear individual sounds in words. It is the most common , affecting people with generally average to above average intelligence including people from different ethnic and socio-. Why is it important to recognize, diagnose and treat dyslexi haIf children with dyslexia receive instruction in kindergarten and first grade, they will have significantly fewer problems learning to read at grade-level than do children who are not identified or helped until 3rd grade or after. Almost three-quarters of the children who are in 3rd grade remain in the 9th grade and typically continue to struggle with reading as adults.

What are the most common misconceptions about dyslexia?

One of the most common misconceptions is that individuals with dyslexia read “backwards.” Although many will reverse and confuse letters-particularly letters b, d and p because of their visual and sound similarities-typically the main problem relates to being able to hear sounds in words and connect those sounds with the appropriate letters.

What are some of the warning signs of Dyslexia?

The following are some of the characteristics present in a child who may have dyslexia and require further evaluation from a qualified diagnostician:
1. The child reads below his grade level.
2. The child has a slow or unusual development of language or vocabulary for his age.
3. The child has difficulty pronouncing words (aminal for animal), rhyming, or distinguishing sounds in words.
4. The child makes many letter reversals (b/d, u/n, p/q) or transposes letters and words (was/saw, on/no) (auction/caution, soiled/solid,).
5. The child has difficulty finding the words he wants to say or remembering the words to songs.
6. The child has difficulty remembering the sequence of the alphabet, months of the year, number patterns, etc.).
7. The child confuses the concepts of right and left.
8. The child has a poor concept of time and difficulty sequencing tasks.
9. The child makes many spelling errors, even when copying.
10. The child may have poor handwriting.

What Do the Experts Say?

“We tell people not to take a ‘wait and see’ approach,” says Pamela Hook, PhD, president of the Massachusetts Branch of the (MABIDA) and associate professor in the Communication Sciences and Disorders Program at the MGH Institute of Health Professions in Boston. “Early and appropriate intervention is critical and will greatly increase your child’s academic success and self esteem. However, for older individuals with dyslexia it is never too late to learn to read, process and express information more efficiently.”
Many parents of struggling readers, however, are simply unaware of the appropriate interventions for their children, are confused about the specific type of professional help to seek, haven’t yet recognized the early signs of a or simply expect their child will somehow ‘outgrow’ their reading difficulty.

What Resources are Available for Help?

If you have questions about dyslexia, please contact MABIDA at 617-650-0011 or http://www.dyslexia-ma.org. In addition, the (IDA) has published a free fact sheet for parents entitled, “Is My Child Dyslexic?” describing many of the early signs of this specific learning disorder. The organization also distributes a free “Matrix of Multisensory Structured Language Programs” which compares the similarities and differences among various, evidence-based reading instruction approaches used throughout the U.S. The early-signs fact sheet, Matrix of Multisensory Structured Language Programs and many others are available as a free download on IDA’s

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Recording for the Blind & Dyslexic

December 15, 2011 in Resources


About RFB&D     

“Education is a Right, Not a Privilege”

nne T. Macdonald was a member of the New York Public Library’s Women’s Auxiliary in 1948 when the letters started to arrive — letters from soldiers who had lost their sight in combat during World War II. Their stories were all the same. The soldiers had returned home, many anxious to move forward with their lives. The newly-passed GI Bill of Rights provided that opportunity, guaranteeing a college education to all veterans of the war and those who would follow them.

But for these blinded veterans, other obstacles prevented them from resuming their lives, including the inaccessibility of college textbooks. Could the Women’s Auxiliary do something to help?

Macdonald then mobilized the women of the Auxiliary. Few veterans knew how to read braille, and live readers were difficult to come by, so the Women’s Auxiliary moved on to a more creative solution. Keeping in mind Macdonald’s conviction that “education is a right, not a privilege,” Recording for the Blind® — as we were then known — was born.

They transformed the attic of the New York Public Library into a studio, and began recording textbooks for the servicemen, using what was then state-of-the-art technology: six-inch vinyl SoundScriber phonograph discs that played only 12 minutes of material per side.

Demand was so great that by 1951, our organization had incorporated as the nation’s only nonprofit to record textbooks. The following year, Anne Macdonald traveled across the country to establish recording studios in seven additional cities. Today, in addition to our National Headquarters, we have several recording studios across the United States.

By 1970, we found ourselves serving an increasing number of people who had learning disabilities. In recognition of this growing member population, we changed our name in 1995 to Recording for the Blind & Dyslexic, to serve all people with “print disabilities” — those who can’t effectively read standard print because of a disability.

Our former closed-books-and-headphones logo.

Today, we serve 237,298 members worldwide, circulating 533,938 titles in 2008. Even more remarkable, more than 70 percent of our membership — which includes students in kindergarten through graduate school, as well as working professionals — are recognized with learning disabilities.

Our recording technologies have changed with the times. SoundScriber discs were long ago replaced with the high-fidelity, four-track cassettes. In September 2002, RFB&D’s AudioPlus® digitally recorded textbooks on CD were released. As of July 1, 2007, RFB&D has transitioned to an all-digital library collection in our CV Starr Learning Through Listening® Library. In August 2008, RFB&D introduced AudioAccessSM. With AudioAccess, it’s now possible to download RFB&D audio textbooks directly to your computer. Visit our home page to see how many books are currently in our digital collection.

RFB&D now has a volunteer force of more than 7,700 volunteers who added 6,914 titles to our library in 2008. RFB&D has also undertaken an innovative Educational Outreach initiative — bringing our services directly into the schools to train teachers and students how to most effectively use our recorded textbooks. As our member population and our technology continues to evolve, our commitment to all of our members remains strong. We continue to be guided by Anne T. Macdonald’s simple declaration that

“Education is a right, not a privilege.”
An education is your right to embrace. Providing equal access to the printed word for our members — that is our profound privilege.


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Bulldog Helps Children Beat Letter Reversals (q and p) —— (b and d)

December 10, 2011 in Resources


Letter reversals are A unique problem for both parents and teachers of young children and for the children who confuse letters they feel a lot of Bulldog Letter Reversals pressure to get them right – but they have no idea how to.  The reason for this is because it’s commonly thought that letter reversals are a strong indicator of dyslexia.  However, whilst letter reversals are an indication of dyslexia and many dyslexic children do struggle with this it is also a problem for young children in general?  It’s surprisingly common in children up to the age of 7 or 8 years and especially for the letters (q and p). 

 Let me explain why.  Take for example an apple. Turn it upside down, is it still an apple? Flip it over, still an apple? With any object you choose, no matter how you hold it, it will not change what we call it. From the moment we are born and start focusing, this is what we learn. Then, when we start to learn to read, the rules change; ‘d’ if we reflect it, it becomes ‘p’ but we still see it as ‘q’ just like the apple.

 Up until now there hasn’t been a comprehensive resource for helping children actively overcome letter reversals.  Sue Kerrigan who is a teacher and private tutor helping dyslexic and struggling children learn in-spite of their learning difficulties has developed the multi-sensory Bulldog Letter Reversals games, worksheets and kinesthetic activities pack.  Being dyslexic herself she has recognized that the problem with reversals is two-fold.  Firstly, the younger children who are thinking in 3D as described with the apple example and dyslexic children.    The pack is carefully structured and is suitable for all ages from Reception to Key Stage 2 (5-12 year olds).  It is available to purchase as the Key Stage 1 pack or the complete Key Stage 1 / 2 and Dyslexia pack. The package can be purchased as a download from www.bulldogletterreversals.com

Bulldog Letter Reversals

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NINDS Dyslexia Information Page

October 9, 2011 in Resources

 


What is Dyslexia?

Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia.

Is there any treatment?

The main focus of treatment should be on the specific learning problems of affected individuals. The usual course is to modify teaching methods and the educational environment to meet the specific needs of the individual with dyslexia.

What is the prognosis?

For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program.


What research is being done?

The National Institute of Neurological Disorders and Stroke (NINDS) and other institutes of the National Institutes of Health (NIH) support dyslexia research through grants to major medical institutions across the country. Current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological basis of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability.

NIH Patient Recruitment for Dyslexia Clinical Trials

Organizations

International Dyslexia Association
40 York Road
4th Floor
Baltimore,
MD
21204
info@interdys.org
http://www.interdys.org/

Tel: 410-296-0232
800-ABCD123

Fax: 410-321-5069

Learning Disabilities Association of America
4156 Library Road
Suite 1
Pittsburgh,
PA
15234-1349
info@ldaamerica.org
http://www.ldaamerica.org/

Tel: 412-341-1515

Fax: 412-344-0224

National Center for Learning Disabilities
381 Park Avenue South
Suite 1401
New York,
NY
10016
http://www.ld.org/

Tel: 212-545-7510
888-575-7373

Fax: 212-545-9665

National Institute of Child Health and Human
Development (NICHD)

National Institutes of Health, DHHS
31 Center Drive, Rm. 2A32 MSC 2425
Bethesda,
MD
20892-2425
http://www.nichd.nih.gov/

Tel: 301-496-5133

Fax: 301-496-7101

National Institute of Mental Health (NIMH)
National Institutes of Health, DHHS
6001 Executive Blvd. Rm. 8184, MSC 9663
Bethesda,
MD
20892-9663
nimhinfo@nih.gov
http://www.nimh.nih.gov/

Tel: 301-443-4513/866-415-8051
301-443-8431 (TTY)

Fax: 301-443-4279

Related NINDS Publications and Information

Prepared by:

Office of Communications and Public Liaison

National Institute of Neurological Disorders and Stroke

National Institutes of Health

Bethesda, MD 20892

NINDS health-related material is provided for information purposes only and does not necessarily represent endorsement by or an official position of the National Institute of Neurological Disorders and Stroke or any other Federal agency. Advice on the treatment or care of an individual patient should be obtained through consultation with a physician who has examined that patient or is familiar with that patient’s medical history.
All NINDS-prepared information is in the public domain and may be freely copied. Credit to the NINDS or the NIH is appreciated.

Last updated March 12, 2009

The National Institute of Neurological Disorders and Stroke (NINDS) and other institutes of the National Institutes of Health (NIH) support dyslexia research through grants to major medical institutions across the country. Current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological basis of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability.

For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program.

The main focus of treatment should be on the specific learning problems of affected individuals. The usual course is to modify teaching methods and the educational environment to meet the specific needs of the individual with dyslexia.

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