Course Number: ABIO2007
When: Available November 2, 2020 – September 30, 2021
Where: Listen on the Speechie Side Up Podcast. Available on all major podcast platforms.
Description: This session discussed the speech-language pathologist’s (SLPs) role in dyslexia treatment, important factors to consider in the assessment and identification of dyslexia, and evidenced-based interventions that are effective for dyslexia. The role of technology on the functional outcomes of school-age children with dyslexia was also explored.
Who This Course Is Good For:
- Any speech-language pathologist (SLP) who wants to better understand their role in the assessment and treatment of dyslexia.
- Any professional who is looking for evidenced-based strategies that work for school-age children with dyslexia.
- Any SLP who is looking to better understand the label of Specific Learning Disability (SLD) in the Individualized Education Plan (IEP).
- Any professional who is looking for specific technology tools that can be used with school-aged children with dyslexia.
Venita Litvack, M.A, CCC-SLP
Venita is an Assistive Technology (AT) Consultant in south Florida. She has a passion for using AAC, AT, and literacy to support individuals with complex communication needs, autism, and other disabilities. Venita has delivered poster presentations on several topics related to AAC at ASHA and co-presented several ASHA CEU accredited courses. Venita co-authored two articles published in ASHA Leader’s online publication, as well as the Lou Knows What to Do book series published by Boys Town Press. Recently, Venita started utilizing the power of social media to empower and motivate educators across the country through the Speechie Side Up podcast, blog, Instagram account, and YouTube channel.
Jeannette Washington, M.Ed.
Jeannette Washington, M.Ed. has worked as a speech and language pathologist, software engineer and educator. She empowers those with special abilities to pursue employment in the tech industry. Jeannette’s love for technology is documented in her book Technical Difficulties: Why Dyslexic Narratives Matter in Tech. Currently she works within the intersection of technology, accessibility and social justice.
Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series.
Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12.
Jeannette Washington has the following relevant financial relationships to disclose: employee of Microsoft Corporation; receives commission from sales of her book, Technical Difficulties: Why Dyslexic Narratives Matter In Tech.
Jeannette Washington has no relevant nonfinancial relationships to disclose.
THIS COURSE IS OFFERED FOR .10 ASHA CEUS
(INTRODUCTORY LEVEL; PROFESSIONAL AREA)
As a result of this activity, participants will:
- Describe at least three ways speech-language pathologists can make a positive impact on school-aged children with dyslexia.
- Identify at least three signs that warrant further testing for dyslexia.
- Describe at least three evidenced-based strategies that have been shown to be effective for children with dyslexia.
- Describe at least three technology tools that can improve the functional outcomes of school-age children with dyslexia.
|12 min||Introductions and backgrounds|
|3 min||Discussion about the speech-language pathologist’s (SLPs) role in dyslexia treatment|
|5 min||Description of ways that SLPs can make a positive impact on school-aged children with dyslexia|
|6 min||Discussion of important factors to consider in the assessment and identification of dyslexia|
|14 min||Description of evidenced-based interventions that are effective for dyslexia|
|20 min||Discussion about the role of technology on the functional outcomes of school-age children with dyslexia|
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