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This reference circular describes sources of information for people with learning disabilities, their families, and professionals who serve them.
The first section of the circular is an annotated, alphabetical listing of national organizations, including information clearinghouses, research institutions, referral agencies, and advocacy groups. These organizations provide information regarding parenting, education, transition from high school to work or higher education, employment, independent living skills, and legal support. Several of the organizations publish journals, brochures, newsletters, and/or catalogs.
The second section of the circular is a selected bibliography of materials dealing with learning disabilities. Topics include education, legislation, and adaptive technologies. The third section lists selected Internet resources, the fourth describes federal legislation concerning education and employment of people with learning disabilities, and the fifth lists Internet sources that provide contact information for state agencies administering programs for people with learning disabilities.
Selected Bibliography, 2005-2012
Agencies and Services by State
Provides standardized testing and special accomodations for students and ACT candidates preparing to enter college. Offers special testing with extended time and in alternative formats at test centers or specially arranged times for persons with disabilities. The alternative testing policies and procedures are consistent with Americans with Disabilities Act (ADA) requirements.
Principal publications: Journal of Post-Secondary Education and Disability, quarterly; ALERT Newsletter, bimonthly, online
Seeks full participation in higher education for people with disabilities. Promotes excellence through education, communication, and training. Produces publications on disability challenges and solutions in higher education.
Serves as a clearinghouse for information and publications dealing with attention deficit/hyperactivity disorder. Hosts webinars, webcasts, and teleclasses for members. Participates in national advocacy, awareness, and legislative action. Provides resources to college students.
Promotes an audio, visual, kinesthetic, and oral (AVKO) multi-sensory approach to managing dyslexia. Studies spelling patterns to determine what makes the English language difficult for people with dyslexia. Provides techniques for teaching patterns that prove difficult to learn through traditional methods. Recommends material to parents and teachers that will help people with dyslexia spell and read competently.
Provides digital audiobooks and digital braille books free to all U.S. students with qualifying disabilities. Books are in DAISY format with text content and in contracted braille.
Principal publication: THE Challenge! quarterly
Acts as a clearinghouse of information for people with brain injuries and their families through a national network of state associations. Participates in legislative advocacy and supports research and prevention awareness.
Provides information and support to women and girls with attention deficit/hyperactivity disorder. Maintains a website with downloadable resources and publications for purchase.
Principal publication: ATTENTION! bimonthly
Serves as a national resource center on attention deficit/hyperactivity disorder. Health information specialists are available to members, professionals, and the general public to answer questions about ADHD and provide referrals to local chapters and other community resources. Works to improve the lives of people affected by ADHD through collaborative leadership, advocacy, research, education, and support.
Principal publications: Exceptional Children, quarterly; Teaching Exceptional Children, bimonthly
Focuses on the educational success of children with disabilities and children who are gifted and talented, and supports the professionals who serve them. Conducts conferences and programs on special and gifted education, publishes journals and newsletters on current research and special education topics, develops and implements standards for special education and gifted programs, and advocates for effective policies and legislation for special and gifted education.
Principal publications: Learning Disability Quarterly, quarterly; LD Forum Newsletter, bimonthly, print and online
Promotes effective teaching and research to enhance the education and lifespan development of individuals with learning disabilities.
Specializes in laws and policies related to disability civil rights. Works to secure and advance the civil rights of adults with disabilities and parents of children with disabilities.
Provides nonstandard testing accommodations for test-takers who meet Educational Testing Service requirements. Accommodations may include extended testing time, additional rest breaks, an accompanying recorder or writer of answers, and sign-language interpreters. Offers tests in alternative formats, including audio recording, braille, and large print (18-point) and large-print answer sheets. Makes available special computer equipment for testing.
Grants special accommodations to GED candidates with documented learning disabilities such as blindness, dyslexia, or other disabilities that severely limit their ability to perform essential skills required to pass the GED tests.
Principal publication: Perspectives, quarterly; Annals of Dyslexia, biannually
Promotes effective teaching approaches and related clinical educational intervention strategies for individuals with dyslexia.
Provides a lending library of more than 75,000 audiobooks (including textbooks) available for download. Open to anyone with a documented print-related disability. Annual fee required; financial aid available.
Principal publication: Learning Disabilities: A Multidisciplinary Journal, published three times per year.
Identifies causes and promotes prevention of learning disabilities and seeks to enhance the quality of life for all individuals with learning disabilities and their families. Fosters research and advocates for the rights of individuals with learning disabilities. Online resources include publications for download and links to state and government agencies.
Advocates for legislation, funding, and a national policy to support adults with special learning needs. Provides professional development and technical assistance. Disseminates information and research.
Principal publication: One Child at a Time: A Parent Handbook and Resource Directory for African American Families with Children Who Learn Differently
Serves as a clearinghouse of information and resources for parents, educators, and others on ways to improve the quality of education for African American children with learning disabilities. Promotes an understanding of the culturally sensitive issues facing minority children with learning disabilities.
Promotes public awareness and understanding of learning disabilities. Conducts educational programs and services and provides national leadership in shaping public policy. Offers information and resources on types of learning disabilities and the effects each has on an individual.
Acts as a central source of information on disabilities in infants, toddlers, children, and youth; on Public Law 101-476, the Individuals with Disabilities Education Act (IDEA); on Public Law 107-110, Elementary and Secondary Education Act, No Child Left Behind (as it relates to children with disabilities); and on research‑based information on effective practices for children with disabilities. Makes referrals to state and national disability information sources.
Provides information concerning mental illness and behavior disorders, including attention deficit/hyperactivity disorder. Conducts research on the mind, brain, and behavior, and offers a variety of publications in English and Spanish.
Administers a free library service that lends braille and recorded books, magazines, and music scores and books to individuals who are unable to use standard print materials because of a visual or physical disability. Circulates reading materials and playback machines to eligible borrowers through cooperating regional and subregional libraries. Publishes a factsheet, Talking Books and Reading Disabilities, www.loc.gov/nls/reference/factsheets/readingdisabilities.html, which outlines eligibility requirements for people with learning disabilities.
Works to increase employment opportunities for people with disabilities by expanding access to training, education, employment supports, assistive technology, and integrated employment. Seeks to increase awareness of the benefits of hiring people with disabilities and to facilitate the use of effective strategies. Publishes a variety of factsheets on workplace concerns.
Akinbami, Lara J., Xiang Liu, and others. Attention deficit hyperactivity disorder among children aged 5–17 years in the United States, 1998–2009. NCHS data brief, no 70. Hyattsville: National Center for Health Statistics. 2011. 8p. Also available online at http://www.cdc.gov/nchs/data/databriefs/db70.pdf [PDF: 423 KB / 8 p.].
Attention deficit hyperactivity disorder: effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Ontario: McMaster University Evidence-based Practice Center. October 21, 2011. 366p. Also available online at http://effectivehealthcare.ahrq.gov/ehc/products/191/818/CER44-ADHD_20111021.pdf [PDF: 2.5 MB / 366 p.].
Barkley, Russell A. and Christine M. Benton. Taking charge of adult ADHD. New York, NY: Guilford Press, 2010. 294p. $16.95.
Brown, Dale S. Job accommodations for people with learning disabilities, 2008. Retrieved Dec. 12, 2008. http://www.ldonline.org/article/9942.
Bruey, Carolyn Thorwarth and Mary Beth Urban. The autism transition guide: planning the journey from school to adult life. Bethesda, MD: Woodbine House, 2009. 161p. $19.95.
Children and Adults with ADHD (CHADD): educational rights for children with ADHD in public schools. National Resource Center on ADHD, January 2012. Retrieved Oct. 6, 2012. http://www.help4adhd.org/en/education/rights/WWK4.
Clarke, Patrick E. ADHD: not just for kids. January 2012. Retrieved Oct. 6, 2012. http://www.fda.gov/Drugs/ResourcesForYou/SpecialFeatures/ucm289089.htm.
The complete learning disabilities directory, 2013 edition. Amenia, NY: Greyhouse Publishing, 2012. 800p. $150.
Comprehensive assessment and evaluation of students with learning disabilities: a paper prepared by the National Joint Committee on Learning Disabilities. June 2010. 15p. Retrieved Oct. 6, 2012. http://www.ldonline.org/?module=uploads&func=download&fileId=802.[PDF: 121 KB / 15 p.]
Corneau, Lorri and Mickey Cronin. The essential six, volume one, a parent’s guide: how to pave the road to self-advocacy for college students with learning differences. Huntersville, NC: AHEAD, 2011. 67p. $20.00 for members, $35 for non-members.
Dodson, William. ADHD: not just a childhood disorder; a discussion of evaluation, diagnosis, and treatment. EP magazine, v. 38, October 2008: 74–75.
Eide, Brock L. and Fernette F. Eide, The dyslexic advantage: unlocking the hidden potential of the dyslexic brain. New York: Hudson Street Press, 2011. 283p. $25.95.
Fisher, Jennifer Engle and Janet Price. Take control of dyslexia and other reading difficulties: the ultimate guide for kids. Waco, TX: Prufrock Press, 2011. 126p. $16.95.
Foley-Nicpon, Megan, Heather Rickles, and others. Self-esteem and self-concept examination among gifted students with ADHD. Journal for the education of the gifted, v. 35, 2012: 220–240.
Gross, Carol M. Parenting a child with learning disabilities: a viewpoint for teachers from a teacher and parent. Issues in teacher education, v. 20, spring 2011: 85–93.
Hallawell, Bob, Jacqueline Stephens, and David Charnock. Physical activity and learning disability. British journal of nursing, v. 21, no. 10, May–June 2012: 609–612.
Jenkins, Robert. Using advocacy to safeguard older people with learning disabilities. Nursing older people, v. 24, July 2012: 31–36.
The K and W guide to college programs and services for students with learning disabilities or attention deficit/hyperactivity disorder, 11th ed. Princeton, NJ: Princeton Review Press, 2012. 832p. $29.99.
Katovich, Diana M. The power to spring up: post-secondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009. 265p. $24.95.
Kutscher, Martin M.D. Kids in the syndrome mix of ADHD, Asperger’s, Tourette’s, bipolar, and more! Philadelphia, PA: Jessica Kingsley Publishers, 2005. 224p. $12.89.
Lavoie, Theresa. How to know if your child has ADHD or learning differences: the importance of an accurate diagnosis, part 2. EP magazine, v. 38, March 2008: 74–75.
Learning disabilities. National Institutes of Health, April 2013. Retrieved April 26, 2013. http://www.nichd.nih.gov/health/topics/learning/Pages/default.aspx.
Learning disabilities. NICHCY factsheet, no. 7, January 2011. 6p. Also available online at http://nichcy.org/wp-content/uploads/docs/fs7.pdf.
Learning disabilities, dyslexia and vision. Pediatrics, v. 124, Aug. 2009: 837–844. Also available online at http://pediatrics.aappublications.org/content/124/2/837.full.pdf+ http://pediatrics.aappublications.org/content/124/2/837.full.html
Masterson, Michele. Enabling the disabled. Speech technology, v. 17, no. 5, Sept.–Oct. 2012: 24–27.
Orr, Ann C. and Sara Bachmann Hammig. Inclusive postsecondary strategies for teaching students with learning disabilities: a review of the literature. Learning disabilities quarterly, v. 32, summer 2009: 181–196.
Pastor, Patricia N. and Cynthia A. Reuben. Diagnosed attention deficit hyperactivity disorder and learning disability: United States, 2004–2006. National Center for Health Statistics, Vital Health Statistics series 10, no. 237. July 2008. 22p. Also available online at http://www.cdc.gov/nchs/data/series/sr_10/sr10_237.pdf.
Reid, Robert and Joseph Johnson. Teacher’s guide to ADHD. New York, NY: Guilford Press, 2012. 274p. $28.00
Smith, Corinne and Lisa Strick. Learning disabilities: A to Z. New York, NY: Free Press, 2010. 507p. $18.00.
Treatment options for ADHD in children and teens. Houston: John M. Eisenberg Center for Clinical Decisions and Communications Science. June 26, 2012. 20p. Also available online at http://effectivehealthcare.ahrq.gov/ehc/products/191/1148/adhd_con_fin_to_post.pdf.
Tschudi, Susan. Loving someone with attention deficit disorder: a practical guide to understanding your partner, improving your communication, and strengthening your relationship. Oakland, CA: New Harbinger, 2012. 171p. $16.95.
Walker, Beth. The girls’ guide to ADHD: don’t loose this book! Bethesda, MD: Woodbine House, 2005. 174p. $19.95.
Williams, Joan A. and Sharon A. Lynch. Dyslexia: what teachers need to know. Kappa Delta Pi Record, v. 46, winter 2012: 66–70.
Wise, Lauress L. Accessible assessments for students with disabilities: summary and conclusions. Applied measurement in education, v. 23, Apr. 2010: 209.
Wopperer, Emily. Equal opportunities for all students to learn! Knowledge quest, v. 39, Jan.–Feb. 2011: 36–39.
Working together: computers and people with learning disabilities. Seattle, WA: DO-IT Series, 2012. 4p. Also available online at http://www.washington.edu/doit/Brochures/Technology/atpwld.html.
The Rehabilitation Act prohibits discrimination on the basis of disability in programs conducted by federal agencies or receiving federal financial assistance, in federal employment, and in the employment practices of federal contractors. The standards for determining employment discrimination under the Rehabilitation Act are the same as those used in Title I of the Americans with Disabilities Act.
Section 501 requires affirmative action and nondiscrimination in employment by federal agencies of the executive branch. To obtain more information or to file a complaint, employees should contact their agency’s Equal Employment Opportunity Office.
For more information, contact:
Office of Federal Contract Compliance ProgramsU.S. Department of Labor
Section 504 states that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under” any program or activity that either receives federal financial assistance or is conducted by any executive agency or the United States Postal Service.
For more information, contact:U.S. Department of Justice
Section 508 requires electronic and information technology developed by the government to be accessible to people with disabilities, including employees and members of the public.
An accessible information technology system is one that can be operated in a variety of ways and does not rely on a single sense or ability of the user. Some individuals with disabilities may need accessibility‑related software or peripheral devices in order to use systems that comply with Section 508.
For more information, contact:U.S. General Services Administration
The ADA prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications.
To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such impairment. The ADA does not specifically name all of the impairments that are covered by the statute.
Title I requires employers with fifteen or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of employment‑related opportunities available to others.
For more information, contact:The U.S. Equal Opportunity Commission
Title II covers all activities of state and local governments regardless of the government entity’s size or receipt of federal funding. Title II requires that state and local governments give people with disabilities an equal opportunity to benefit from all of their programs, services, and activities.
State and local governments are required to follow specific architectural standards in the new construction and alteration of their buildings. They also must relocate programs or otherwise make inaccessible older buildings accessible, and communicate effectively with people who have hearing, vision, or speech disabilities.
For more information, contact:U.S. Department of Justice
Title III covers businesses and nonprofit service providers that are public accommodations, privately operated entities offering certain types of courses and examinations, privately operated transportation, and commercial facilities. Public accommodations are private entities that own, lease, or operate facilities such as restaurants, retail stores, hotels, movie theaters, private schools, convention centers, doctors’ offices, homeless shelters, transportation depots, zoos, funeral homes, day-care centers, and recreation facilities, including sports stadiums and fitness clubs. Transportation services provided by private entities are also covered by Title III.
Courses and examinations related to professional, educational, or trade‑related applications, licensing, certifications, or credentialing must be provided in a place and manner accessible to people with disabilities or alternative accessible arrangements must be offered.
For more information, contact:U.S. Department of Justice
Title IV addresses telephone and television access for people with hearing and speech disabilities. It requires common carriers (telephone companies) to establish interstate and intrastate telecommunications relay services (TRS) twenty-four hours a day, seven days a week. TRS enables callers with hearing and speech disabilities, who use telecommunications devices for the deaf (TTYs), and callers who use voice telephones to communicate with each other through a third-party communications assistant. Title IV also requires closed captioning of federally funded public service announcements.
For more information, contact:Federal Communications Commission
The Individuals with Disabilities Education Act (IDEA), formerly called P.L. 94‑142 or the Education for All Handicapped Children Act of 1975, requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment suitable to their individual needs. IDEA requires public school systems to develop Individualized Education Programs (IEPs) for each child.
For more information, contact:Office of Special Education Programs
No Child Left Behind requires each state to define adequate yearly progress (AYP) for school districts and schools, within the parameters set by NCLB.
When measuring adequate yearly progress for students with disabilities, states and school districts have the flexibility to count the passing scores of students with the most significant cognitive disabilities who take alternate assessments based on alternate achievement standards—as long as the number of passing scores does not exceed one percent of all students’ scores in the assessed grades.
For more information, contact:U.S. Department of Education
The Assistive Technology Act of 2004 reauthorizes the Technology-Related Assistance for Individuals with Disabilities Act (P.L. 100-407, 1988; P.L. 103-218, 1994; P.L. 105-394, 1998), and ensures funding for state assistive technology programs, which includes funding for the exchange, repair, and loan of assistive devices. Each U.S. state and territory receives support for an Assistive Technology Act Project (ATAP), which provides services to people with disabilities of all ages, as well as their families or guardians, service providers, and agencies involved in education and employment services to people with disabilities.
For more information, contact:Office of Special Education Programs
These websites list resources in each state. Follow the links, and then select the state.
Kate Rodda and Ruth Nussbaum
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Posted on 2015-02-04