tag:blogger.com,1999:blog-57980924097082368572024-03-04T21:15:24.785-08:00LD Resources FoundationBlog of news and events by LD Resouces Foundation, its members and affiliatesWoody Fowlerhttp://www.blogger.com/profile/02812228204178266341noreply@blogger.comBlogger40125tag:blogger.com,1999:blog-5798092409708236857.post-43214874629978157482014-04-16T18:14:00.000-07:002014-04-16T18:14:37.033-07:00Sluggish cognitive tempo: the ADHD-like disorder that explains daydreaming?<img alt="Sluggish cognitive tempo" src="http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2014/4/15/1397573990763/Sluggish-cognitive-tempo-011.jpg" /><br />
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http://www.theguardian.com/society/shortcuts/2014/apr/15/sluggish-cognitive-tempo-new-disorder-rival-adhdLD Resources Foundationhttp://www.blogger.com/profile/11486078171241235383noreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-61005610803420038982014-02-11T09:27:00.002-08:002014-02-11T09:27:52.216-08:00Dr. Rosa A. Hagin<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, 'Lucida Grande', sans-serif; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0in 0in 0pt; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
<span style="font-family: Calibri;"><span style="font-size: 11pt;">I am sorry to report that<span class="Apple-converted-space"> </span><b>Dr</b></span><b><span style="font-size: 11pt;">.<span class="Apple-converted-space"> </span><span>Rosa</span><span class="Apple-converted-space"> </span>A.<span class="Apple-converted-space"> </span><span>Hagin</span></span></b><span style="font-size: 11pt;">,</span><span style="font-size: 11pt;"><span class="Apple-converted-space"> </span>died on Friday, Feb. 7, 2014, at the age of 92. She was an educational psychologist and had worked as a<span>research professor of psychology at New York University School of Medicine. Her area of expertise was in the neuropsychological core of reading. She had also taught at Trenton State College and Fordham University.<span class="Apple-converted-space"> </span><span> </span></span>She did research and taught educators about effective tools for early child intervention, how to identify young students with LD (learning disabilities), and how to treat them early in their academic careers.</span></span></div>
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<span style="font-size: 11pt;"><span style="font-family: Calibri;">I knew her as a mentor, teacher and advocate for children and adults with learning disabilities.</span></span></div>
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<span style="font-size: 11pt;"><span style="font-family: Calibri;">When I was diagnosed with learning disabilities & ADHD as an adult, I was told I would have a difficult road ahead of me to earn my graduate degree. Some professors actually tried to discourage me from getting an advanced degree. I found out about Dr Hagin and that she was an expert in adult learning disabilities. She lived in Manhattan at the time, and I called her to set up an appointment.<span class="Apple-converted-space"> </span><span> </span>To my surprise she answered the phone herself.<span class="Apple-converted-space"> </span><span> </span>I visited her home office the same week.<span> <span class="Apple-converted-space"> </span></span>She gave me a lot of encouragement and became my mentor for a short while.<span class="Apple-converted-space"> </span><span> </span>Her effect on me has lasted until today. She encouraged me to be a tenacious learning disabled student.<span class="Apple-converted-space"> </span><span> </span>When I told her I wanted to co-found a non-profit organization to helps others with learning disabilities, she told me it would be hard but I could do it. And I did! In 2001, LD Resources Foundation was founded.</span></span></div>
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<span style="font-size: 11pt;"><span style="font-family: Calibri;">You might have heard about the Bartlett case, a landmark case decided in New York City in 2001 by then Federal Judge Sonia Sotomayor .<span> <span class="Apple-converted-space"> </span></span>Jo Anne Simon (a member of the LD Resources Board) was the attorney representing a law school graduate with dyslexia, who was eventually allowed special accommodation to take the bar exam in New York State.<span> <span class="Apple-converted-space"> </span></span>Dr. Rosa Hagin was an expert witness in that case.</span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: 11pt;">Dr. Isabella Reichel,</span><b><span style="font-size: 11pt;"><span class="Apple-converted-space"> </span></span></b><span style="font-size: 11pt;">Ed.D., SPL-A, CCC a Speech-Language Pathologist and Audiologist,<span class="Apple-converted-space"> </span></span><span style="font-size: 11pt;">is<span class="Apple-converted-space"> </span></span><span style="font-size: 11pt;">also a board member and advisor to LDRF, and acknowledges Dr. Hagin’s influence in mentoring and guiding her in her career.</span></span></div>
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<span style="font-size: 11pt;"><span style="font-family: Calibri;"> </span></span><span style="font-size: 11pt;"><span style="font-family: Calibri;">It’s no coincidence that Dr. Hagin was a mentor to three of us who have made it a priority to help people with learning disabilities, through our own careers as well as through our work with LD Resources Foundation.</span></span></div>
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<span style="font-size: 11pt;"><span style="font-family: Calibri;"> </span></span><span style="font-size: 11pt;"><span style="font-family: Calibri;">Dr Hagin published many scholarly articles, as well as what I consider the most important textbook on learning disability:<span> <span class="Apple-converted-space"> </span></span>"Disorders of Learning in Childhood ".</span></span></div>
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<span style="font-size: 11pt;"><span style="font-family: Calibri;"> S</span></span><span style="font-size: 11pt;"><span style="font-family: Calibri;">he will be missed dearly by all of us.</span></span></div>
LD Resources Foundationhttp://www.blogger.com/profile/11486078171241235383noreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-12475814404072253812013-07-22T13:55:00.000-07:002013-07-22T13:55:24.212-07:00<span class="Apple-style-span" style="border-collapse: separate; border-spacing: 0px;"><span class="Apple-style-span" style="border-collapse: collapse; font-family: arial, sans-serif; font-size: 13px;"></span></span><br />
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State Action Round-Up on Affordable Care Act Implementation</h2>
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In less than six months, the major health insurance provisions of the
Affordable Care Act will go into effect. This is the second post in a
series that offers an overview of action on the new state health
insurance marketplaces, or exchanges, and expansion in eligibility for
the Medicaid program. <br />
<strong>Insurance Marketplace Updates </strong><br />
Beginning on October 1, 2013, Americans who do not have affordable
health benefits through a job will be able to go to a new health
insurance marketplace in their state and enroll in a private health
plan. Adults with annual incomes up to 400 percent of poverty ($45,960
for an individual and $94,200 for a family of four) will be eligible for
premium tax credits to help reduce the cost of coverage. In most
states, companies with 50 or fewer employees will also be able to select
plans through their state’s small-business marketplaces. <br />
Currently, 16 states and the District of Columbia intend to operate a
state-based marketplace, while the remaining 34 states will have a
federally facilitated marketplace. Seven of these 34 states will conduct
plan management activities and/or consumer assistance and outreach
functions in a state–federal partnership model. Another seven of the 34
will conduct plan management activities only, and one, Utah, will
operate the small-business marketplace while the federal government
operates the individual marketplace. <br />
Here is a list of recent state and federal activity. <br />
<em>Action on state-based marketplaces:</em> <br />
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<li>New York state regulators announced that insurance rates for plans sold through the exchange in 2014 are as much as <a href="http://www.nytimes.com/2013/07/17/health/health-plan-cost-for-new-yorkers-set-to-fall-50.html?pagewanted=all&_r=3&" target="_blank">50 percent lower</a> than what individuals currently pay to purchase a plan on their own.
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<li>Approved <a href="http://s3.documentcloud.org/documents/727416/approved-individual-premium-rates-2014.pdf" target="_blank">2014 rates</a>. </li>
<li>Governor’s <a href="http://www.governor.ny.gov/press/07172013-health-benefit-exchange" target="_blank">press release</a>. </li>
<li>$7,243,004 of $150 million in <a href="http://www.hrsa.gov/about/news/2013tables/outreachandenrollment/ny.html" target="_blank">grants to community health centers</a> went to 57 centers in New York</li>
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<li>More.......</li>
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LD Resources Foundationhttp://www.blogger.com/profile/11486078171241235383noreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-46911249900830493682013-07-16T08:15:00.000-07:002013-07-16T08:27:58.926-07:00<br />
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<b>FDA permits marketing of first brain wave test to help assess children and teens for ADHD</b></div>
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The U.S. Food and Drug Administration today allowed marketing of the first medical device based on brain function to help assess attention-deficit/hyperactivity disorder (ADHD) in children and adolescents 6 to 17 years old. When used as part of a complete medical and psychological examination, the device can help confirm an ADHD diagnosis or a clinician’s decision that further diagnostic testing should focus on ADHD or other medical or behavioral conditions that produce symptoms similar to ADHD.</div>
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The test uses an electroencephalogram, or EEG, with sensors attached to a child’s head and hooked by wires to a computer to measure brain waves. It traces different types of electrical impulses given off by nerve cells in the brain and records how many times those impulses are given off each second.</div>
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The test takes 15 to 20 minutes, and measures two kinds of brain waves — theta and beta. Certain combinations of those waves tend to be more prevalent in children with A.D.H.D., the Food and Drug Administration said in a news release.</div>
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LD Resources Foundationhttp://www.blogger.com/profile/11486078171241235383noreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-8409034004754408692013-07-09T10:27:00.001-07:002013-07-09T10:36:18.608-07:00<br />
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<br class="Apple-interchange-newline" />Dancing and tears greet book treaty for blind</h1>
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http://www.internationaldisabilityalliance.org/en/article/ida-press-release-new-wipo-treaty-27-june-2013Geneva 1 July 2013 – Last week (27 June 2013), a new historic treaty was adopted in Marrakesh under the auspices of the World Intellectual Property Organization (WIPO) to boost access to books for the benefit of hundreds of millions of people who are blind, visually impaired and print-disabled.</div>
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The treaty, called the <a href="http://www.wipo.int/meetings/en/doc_details.jsp?doc_id=241683" style="color: #095c99; text-decoration: none;">Marrakesh Treaty to Facilitate Access to Published Works for Persons who are Blind, Visually Impaired, or otherwise Print Disabled</a>, requires the contracting parties to adopt national law provisions that permit the reproduction, distribution and making available of published works in accessible formats through limitations and exceptions to the rights of copyright right holders. It also provides for the exchange of these accessible format works across borders by organizations that serve the people who are blind, visually impaired, and print disabled. In this regards, it will harmonize limitations and exceptions so that these organizations can operate across borders. The Treaty, which calls for cooperation among its contracting parties in order to foster cross-border exchanges, has been also designed to provide assurances to authors and publishers that that system will not expose their published works to misuse or distribution to anyone other than the intended beneficiaries.</div>
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This Treaty will benefit more than 314 million blind and visually impaired persons worldwide. Currently only 5% of all published books in the developed countries and less than 1% in the developing countries have been produced in accessible formats.</div>
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The World Blind Union (WBU) has been instrumental in the negotiations of this Treaty, which has been the culmination of many years of work on improving access to published works in formats such as Braille, large print text and audio books.</div>
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The treaty will enter into force after it has been ratified by 20 WIPO members.</div>
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http://www.youtube.com/watch?v=oPG11HGCZNQ&list=PLsm_LOEppJazVkT-dgHlHRI9jGqlqJLBF</div>
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LD Resources Foundationhttp://www.blogger.com/profile/11486078171241235383noreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-28320244208686540502013-07-02T14:49:00.002-07:002013-07-16T08:15:55.433-07:00Connect with us<!--[if !mso]>
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<br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">Thank you for connecting to LD resources
foundation </span><a href="http://www.ldrfa.org/"><span style="color: #1155cc; font-family: Arial; font-size: 11.5pt;">www.ldrfa.org</span></a><span style="font-family: Arial; font-size: 11.5pt;"> blog. </span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsGLOz4VVKkRXHCb7IAzu6o7IQJtj49FBqpOI5gaLG7q-K7nZYBj3rmRHLWkGzRtc-MjLPAMWZyUYmycRhyphenhyphenvV4t6L8g4yk7SrHk5b3OIxfEmN79he4RcBmiYWrAghwxZNY6FReF0Wk2Fg/s617/logo4web%5B1%5D.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsGLOz4VVKkRXHCb7IAzu6o7IQJtj49FBqpOI5gaLG7q-K7nZYBj3rmRHLWkGzRtc-MjLPAMWZyUYmycRhyphenhyphenvV4t6L8g4yk7SrHk5b3OIxfEmN79he4RcBmiYWrAghwxZNY6FReF0Wk2Fg/s320/logo4web%5B1%5D.jpg" width="320" /></a></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"> The foundation in 2001
with the goal of giving financially needy college students with LD/ADHD the
tools to successfully complete their college education. We provide AT
scholarships to those who cannot afford to purchase these technologies on their
own.</span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">
You know, as a professional working with this population, more and more
students with learning disabilities are graduating from high school and going
to college to continue their education. However this population faces many
challenges to achieve their dreams of obtaining a diploma.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">
The LD Resources Foundation, Inc. is the only grassroots, donor based
foundation in the United States to give Assistive Technology tools DIRECTLY to
students not only to use for their college studies, but to use in their
careers.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">This fiscal year was our main focus was to award
assistive technology to the 24 students who financially limited.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">In the fall we completed our pilot program at
Churchill School and awarded technology tools to several of their graduating
seniors. Those students are now using their awards in their first year in
college. I continue to provide consulting and technical assistance to the
school.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">We have expanded outreached to colleges and
universities in New York City and around the country and we hope to keep expand
our outreach with collaboration with The National Center for Learning
Disability.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">Please visit </span><span style="color: #1155cc;"><a href="http://www.ldrfa.org/assistive-list.html" style="font-family: Arial; font-size: 11.5pt;">http://www.ldrfa.org/assistive-list.html</a> </span><span style="font-family: Arial; font-size: 11.5pt;">for our latest list of assistive technology
review</span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">The LDRFA.org Resource Center has assembled
several sources of information to educate people on the pros and cons of
different assistive technology tools. These tools are invaluable, because they
assist people with learning disabilities master such important tasks in college
as studying for exams, completing reading assignments, taking notes in classes
and writing research papers. People with various disabilities are using
assistive technology tools at work, college, and at home.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">We look forward to hearing from you.</span><o:p></o:p><br />
<span style="font-family: Arial; font-size: 11.5pt;">Have a Happy 4th of July,</span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial; font-size: 11.5pt;">Board of LD Resources Foundation, Inc.</span><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<a href="http://ldrfa.org/"><span style="color: #0042c1; font-family: Arial; font-size: 12.0pt;">ldrfa.org</span></a><o:p></o:p></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="color: #0042c1; font-family: Arial; font-size: 11.5pt;">1-646-701-0000</span><o:p></o:p></div>
<!--EndFragment-->LD Resources Foundationhttp://www.blogger.com/profile/11486078171241235383noreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-37774619597112735692011-12-04T10:08:00.001-08:002011-12-04T10:15:27.605-08:00Matthew P. Sapolin, Commissioner of the Mayor’s Office for People with Disabilities, died of cancer on Tuesday 11/29/11 at the age of 41.Matthew P. Sapolin, Commissioner of the Mayor’s Office for People with Disabilities, died of cancer on Tuesday 11/29/11 at the age of 41. Commissioner Sapolin was an inspiration for all people with disabilities. He refused to accept that his blindness caused him any limitations. In fact, he accomplished in his too- short lifetime more than many people I know, including being a drummer in the band he formed, serving as co-captain of the wrestling team at NYU, playing chess and becoming a marathon runner. He had a great sense of humor and was a big sports fan; he particularly loved baseball.<br /><br />After losing his sight at a very young age, he attended regular classes in the Islip, NY school system, through the advocacy of his mother, so that he had the opportunity to interact with students without disabilities. I think that such an educational experience gave him the strength to realize that he had no limitations to achieve success in whatever he wanted to pursue.<br /><br />I believe Matthew was the best advocate we have had in New York City for people with disabilities. He was a great negotiator, and was able to achieve significant victories for people with disabilities. Among his achievements were working to make the city’s building code more accommodating, initiating a rent freeze for some people with disabilities in New York city (<a href="http://www.nyc.gov/html/dof/html/property/property_tax_reduc_drie.shtml" target="_blank">Disability Rent Increase Exemption - DRIE</a>) and initiating <a href="http://www.nyc.gov/html/mopd/html/dmd/dmd.shtml" target="_blank">Disability Mentoring Day</a> in New York City, which was held this year on October 19.<br />
<br />
Matthew’s spirit was felt at his funeral, which had an overwhelming turnout of family, friends and colleagues on Friday, December 2 at St Patrick’s Cathedral. Mayor Bloomberg gave a most heartfelt eulogy; his words showed his admiration for Commissioner Sapolin when he said “nothing could stop Matthew” (<a href="http://cityroom.blogs.nytimes.com/2011/12/02/bloomberg-eulogizes-aide-who-led-office-for-disabled/" target="_blank">view the original article here</a>). <br /><br />Personally, the Commissioner was an inspiration to me and the organization that I helped co-found, LD Resources Foundation. In 2009, he was my professor at CUNY’s graduate program in Disabilities Studies. He asked me if I had been able to read the books he had assigned for the class. I answered I had not read them, as they were not available in readable format with assistive technology. Matthew dismissed all the books that were not accessible and taught our class based on his experiences in life. It was the most amazing class I have ever taken. <br /><br />Matthew became a mentor to me in my non-profit work, and an inspiration to many people in New York City. He taught me that disabilities are not a barrier for achieving success. I learned from Matthew how to negotiate successfully for resources for people with learning disabilities. As Disabilities Commissioner, Matthew was easily reachable at his office, and always had time to discuss an issue or question that was important to me. He was a supporter of LD Resources Foundation. His concern about helping people with learning disabilities helped me learn how to advocate with colleges and libraries to provide adaptive technology for people with LD.<br /><br />Matthew, your spirit will be with us forever…Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-37855373147667872002011-11-03T13:14:00.000-07:002011-12-04T10:03:37.735-08:00New Font Helps Dyslexics Tackle Reading<a href="http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read" target="_blank">As published in the Scientific American</a> (October 26, 2011), Jennifer Nalewicki wrote, "After years of fumbling while reading the written word, Christian Boer, a graphic designer from the Netherlands, has developed a way to help tackle his <a href="http://www.scientificamerican.com/article.cfm?id=scientists-explain-rates" target="_blank">dyslexia</a>. The 30-year-old created <a href="http://www.studiostudio.nl/project-dyslexie/" target="_blank">a font called Dyslexie</a> that has proved to decrease the number of errors made by dyslexics while reading. The font works by tweaking the appearance of certain letters of the alphabet that dyslexics commonly misconstrue, such as "d" and "b," to make them more recognizable. This month Boer released the font in English for U.S. users to purchase online."Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-32643009930242301912011-10-31T20:05:00.000-07:002011-12-05T20:06:53.951-08:00Congratulations to Dr. Stephanie Anne Timmer, Friend and Supporter of LD Resources Foundation<span style="font-size: small;"><span style="font-family: inherit;">LD Resources Foundation is
pleased to congratulate our good friend and supporter, Dr. Stephanie
Anne Timmer, on qualifying to represent the USA at the London 2012
Paralympic Games. Dr. Timmer is a world-class Track and Field athlete,
competing in the 10,000, 1500 and 400 meter track events, as well as
shotput, javelin and discus field events. She won the gold medal in the
javelin and 10,000 meter run and the bronze medal in shot and discus
events at the 2011 USA Masters Outdoor Track and Field Championships in
Cleveland in the 40 and over division. Dr. Timmer is ranked in the top
10 in the world in all three of her field events among Paralympic
athletes. For those who do not know, Dr. Timmer is blind. <a href="http://napervillesun.suntimes.com/sports/6953618-419/blindness-no-obstacle-for-paralympian-set-to-compete-in-2012-london-games.html" target="_blank">Follow this link to read more about her athletic accomplishments</a>.</span><br style="font-family: inherit;" /><br style="font-family: inherit;" /><span style="font-family: inherit;">Dr. Timmer is the Chairman and Co-Founder of <a href="http://www.readingmadeez.com/home.html" target="_blank">Premier Literacy</a>
( a division of Premier Assistive), a company whose mission is to
enrich and improve the lives of millions of people worldwide by making
information truly accessible through the use of affordable technology.
Premier Literacy seeks to give people with disabilities access to
today’s technologically oriented world. The company offers a
comprehensive suite of products that are invaluable tools for persons
with visual, cognitive and mobility challenges, including Learning
Disabilities.</span><br style="font-family: inherit;" /><br style="font-family: inherit;" /><span style="font-family: inherit;">LD
Resources Foundation and Premier Assistive Technology created a joint
initiative in 2008 called the “Key to Access Award Program.” The focus
of this partnership is to create and expand programs that maximize
opportunities to provide literacy tools to students everywhere. LD
Resources Foundation continues to expand access to digital literacy
tools to greater numbers of students, higher education institutions in
New York City and beyond, as well as to public service institutions,
government bodies and corporations.</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-90266564186913347122011-10-16T06:17:00.000-07:002011-12-04T09:55:46.377-08:00Impact of ADHD at Work and School, and Prevalence of Associated Conditions revealed in New SurveyPHILADELPHIA, October 12, 2011—New survey results reveal that Attention-Deficit/Hyperactivity Disorder (ADHD) impacts aspects of work and school for adults and children living with the condition. The survey also shows that many people with ADHD have been diagnosed with, or suspect presence of, other health conditions including anxiety, depression and sleep disorders. ADHD, which affects more than 13 million Americans, is a genetic, neurobiological disorder that results in challenges with attention, hyperactivity and impulsivity. The ADHD Awareness Coalition conducted the survey with the goal of increasing awareness and understanding of the disorder during ADHD Awareness Week, observed on October 16-22. They add that people with ADHD can live fulfilling lives with proper management of ADHD symptoms.Unknownnoreply@blogger.com0Philadelphia, PA, USA39.952335 -75.16378939.757580499999996 -75.479645999999988 40.1470895 -74.847932tag:blogger.com,1999:blog-5798092409708236857.post-17482051990301839142011-10-12T14:50:00.000-07:002011-10-12T14:50:56.082-07:00Technology and Disabilites<!--[if gte mso 9]><xml>
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“Technology can be a double-edged sword. It may be more
efficient—in particular, in the communications arena, which is the subject of
this report—leading to an ever-rising demand for skilled workers, pushing the
college-wage premium ever higher. “…In this respect, a recent Harris
Interactive poll conducted for the Kessler Foundation and the National
Organization on Disability (NOD) is encouraging, reporting that the education
gap (the share of those with less than a high-school education) has narrowed
considerably between people with and without disabilities over the past two
decades, from 24 percent in 1986 to 6 percent in 2010 (Kessler
Foundation and NOD, 2010).”</div>
<div class="NCDBody">
From the National Council of Disability report,”<i style="mso-bidi-font-style: normal;"> The Power of Digital Inclusion:
Technology’s Impact on Employment and Opportunities for People with
Disabilities</i>. </div>
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This report examines the importance of social media and other
information technologies in connecting people to job opportunities. Not
surprisingly, digital barriers to our networked economy can reinforce rather
than break down disproportionately low employment among people with
disabilities.</div>
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<a href="http://www.ncd.gov/publications/2011/Oct042011">To read the National Council of Disability report, go to</a></div>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-70582413938134432682011-08-05T16:17:00.000-07:002011-08-05T16:26:31.740-07:00Project Eye to Eye pairs adults with LD to children with LD as mentors and role modelsOn a warm day in 1998 in Providence, Rhode Island, a group of LD/ADHD labeled college students from Brown University sat in a circle with a group of elementary school students labeled with learning disabilities from Fox Point Elementary. They were a part of a program called Project Eye-To-Eye, a public service project run by and for students with academic labels such as learning disabled (LD) and attention deficit hyperactivity disorder (ADHD). The program had one simple goal: match labeled adults with learning disabilities with labeled elementary school students to act as role models, tutors, and mentors as a means to empower their learning and give them hope for their future...<br /><span style="text-decoration: underline;"><br /><a href="http://www.projecteyetoeye.org/">For more information on Project Eye to Eye,</a><br /></span><a href="http://www.projecteyetoeye.org/"></a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-25387182649723449192011-08-02T09:40:00.000-07:002011-08-02T09:55:58.848-07:00Study Sheds Light on Auditory Role in Dyslexia By Pam BelluckNew York Times<br />August 2, 2011<br /><br />Many people consider <a href="http://health.nytimes.com/health/guides/disease/developmental-reading-disorder/overview.html?inline=nyt-classifier" title="In-depth reference and news articles about Developmental reading disorder." class="meta-classifier">dyslexia</a> simply a reading problem in which children mix up letters and misconstrue written words. But increasingly scientists have come to believe that the reading difficulties of dyslexia are part of a larger puzzle: a problem with how the brain processes speech and puts together words from smaller units of sound.ow, a study published last week in the journal Science suggests that how dyslexics hear language may be more important than previously realized. Researchers at the Massachusetts Institute of Technology have found that people with dyslexia have more trouble recognizing voices than those without dyslexia. <br /><br /><a href="http://www.nytimes.com/2011/08/02/health/research/02dyslexia.html?emc=eta1">To read the rest of this article,click here</a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-86373724162119143952011-07-21T11:37:00.000-07:002011-07-22T13:34:22.910-07:00“Dyslexie”Fonts Created for Those with Dyslexia to Read the Printed Word Easier.Dyslexics face challenges daily in both reading and writing. Those with dyslexia mirror and rotate and interchange letters. The aesthetics of those letters, to a person with dyslexia, becomes the same. Those with dyslexia have a difficult time distinguishing letters, such as “p” and “d” for example.<br /><br />Christian Boer, a graphic designer from Holland, whom is dyslexic, designed a new font aimed for the dyslexic population. He manipulated the letters by its size and shape. He appropriately named it “Dyslexie.”<br /><br />The University of Twente (Holland) used Boer’s “Dyslexie” fonts with those who have dyslexia. They found that dyslexics made fewer errors reading errors using the “Dyslexie” fonts than standard fonts.<br /><br />At LD Resources Foundation, we have used many different assistive technologies in helping the college student with dyslexia. Maybe one day this font will be part of other fonts with Times New Roman and Arial.<br /><br /><a href="http://youtu.be/VLtYFcHx7ec">For those who want to see what the dyslexie type is go this link on You Tube</a><br /><a href="http://%20http//www.lexima.nl/artikelen/diverse/dyslexia-font%20Connect%20to%20Boer%E2%80%99s%20website%20%28in%20both%20English%20and%20Dutch%29%20to%20find%20out%20more%20about%20the%20%E2%80%9CDyslexie%E2%80%9D%20font.%20"></a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-13071932929882951582011-07-21T11:02:00.000-07:002011-07-21T13:11:39.645-07:00An Advocate for Dyslexia <meta name="Title" content=""> <meta name="Keywords" content=""> <meta equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 2008"> <meta name="Originator" content="Microsoft Word 2008"> <link rel="File-List" href="file://localhost/Network/Servers/xserver.lan.ldrfa.org/share/eric/Library/Caches/TemporaryItems/msoclip/0/clip_filelist.xml"> <!--[if gte mso 9]><xml> <o:documentproperties> <o:template>Normal.dotm</o:Template> <o:revision>0</o:Revision> <o:totaltime>0</o:TotalTime> <o:pages>1</o:Pages> <o:words>30</o:Words> <o:characters>176</o:Characters> <o:company>ldrfa</o:Company> <o:lines>1</o:Lines> <o:paragraphs>1</o:Paragraphs> <o:characterswithspaces>216</o:CharactersWithSpaces> <o:version>12.0</o:Version> </o:DocumentProperties> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:zoom>0</w:Zoom> <w:trackmoves>false</w:TrackMoves> <w:trackformatting/> <w:punctuationkerning/> <w:drawinggridhorizontalspacing>18 pt</w:DrawingGridHorizontalSpacing> <w:drawinggridverticalspacing>18 pt</w:DrawingGridVerticalSpacing> <w:displayhorizontaldrawinggridevery>0</w:DisplayHorizontalDrawingGridEvery> <w:displayverticaldrawinggridevery>0</w:DisplayVerticalDrawingGridEvery> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:dontgrowautofit/> <w:dontautofitconstrainedtables/> <w:dontvertalignintxbx/> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="276"> </w:LatentStyles> </xml><![endif]--> <style> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style> <!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <!--StartFragment--><span style="font-size:100%;"><span style="font-family: arial;">Henry Winkler's dyslexic hero gives kids with learning difficulties the last laugh</span>
<br /><span style="font-family: arial;">By HENRY WINKLER
<br />Published: GreatSchools
<br /></span></span><p class="MsoNormal"><span style="font-family:Arial;">
<br /></span></p><p class="MsoNormal"><span style="font-family:Arial;">Henry Winkler played one of the most iconic television characters “The Fonz” on <i style="">Happy Days</i> during the 70’s and 80’s and a graduate of Yale University School of Drama. Today, he is an advocate for people with dyslexia, who did not know about his disability until he was 30 when his son was tested for it in 3rd grade. Unlike his character, Mr. Winkler was not a popular person growing up. In fact, he recalled the words people used to describe him in school, but that did not deter his goal of becoming an actor.
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<br /></p><p class="MsoNormal"><span style="font-family:Arial;">Since his diagnosis, he has co-written a series of books on a character named Hank Zipzer who has dyslexia as a way to raise awareness and information to families and people with connection to dyslexia. Lastly, he imparts an important lesson that he learned from his music teacher that, "<span style="font-style: italic;">children have multiple layers; they are what they show you on the outside, and the depth of their greatness is on the inside</span>."
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<br /></p><p class="MsoNormal"><span style="font-family:Arial;">To read the entire article by Henry Winkler, please click [<a href="http://www.greatschools.org/special-education/health/977-henry-winklers-dyslexic-hero.gs">GreatSchools</a>]</span></p><p class="MsoNormal">
<br /><span style="font-family:Arial;"><o:p></o:p></span></p> <!--EndFragment--> Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-63707053689292739442011-05-25T06:46:00.000-07:002011-05-25T07:52:56.293-07:00Speed Bumps on the Way to an A.D.H.D. DiagnosisNYTimes <br />Speed Bumps on the Way to an A.D.H.D. Diagnosis<br />By LESLEY ALDERMAN<br />Published: May 13, 2011<br /> <br />WHEN Liz Goldberg, 53, was growing up, she always felt “a little off.” She received good grades and even completed a master’s degree in health administration, but it was always a struggle...........Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-34778129586868789282011-03-14T18:45:00.000-07:002011-03-14T18:52:18.610-07:00New ADA Rules Go into Effect on March 15 2011Revised regulations implementing the Americans with Disabilities Act (ADA) take effect on March 15, 2011. The regulations apply to the activities of more than 80,000 units of state and local government and more than seven million places of public accommodation, including stores, restaurants, museums, sporting arenas, movie theaters, doctors’ and dentists’ offices, hotels, jails and prisons, polling places and emergency preparedness shelters.<br /><br />Read More <br />https://www.disability.gov/civil_rights/laws_%26_regulations/americans_with_disabilities_actAnonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-72040354698156730002011-02-16T10:40:00.000-08:002011-02-16T11:00:55.183-08:00Learning with DisabilitiesThe New York Times <br />Education Life <br /><span style="font-weight:bold;">Learning with Disabilities <br /></span><br />Published: January 09, 2011 <br />By ABBY GOODNOUGH<br /><br /><br />“We’re dealing with really bright students here. In some ways they maybe smarter than your average undergraduate, because they spent most of their lives trying to either overcome their diagnosis or outsmart everyone.”<br /><br />-Michael Nieckoski<br />Landmark College’s Director of Assistive Technology Services<br /><br />College can be challenging for students with learning disabilities. Assisitive technology helps these students pursue their educational goals.<br /><br />The following article, from the New York Times Education Life supplement-January 9, 2011, explores how a two year college, Landmark College works with college students with Learning Disabilities and ADHD using Assistive Technology.<br /><br /><a href="http://www.nytimes.com/2011/01/09/education/edlife/09landmark-t.html?scp=1&sq=Learning%20With%20Disabilities%20and%20Abby%20Goodnough&st=cse">Read the full article</a><a href="http://www.nytimes.com/2011/01/09/education/edlife/09landmark-t.html?scp=1&sq=Learning%20With%20Disabilities%20and%20Abby%20Goodnough&st=cse"></a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-73185420330845229372011-02-09T11:41:00.000-08:002011-02-09T11:43:21.669-08:00Global Brain Awareness WeekBrain Awareness Week (BAW) is the global campaign to increase public awareness about the progress and benefits of brain research. Every March, BAW unites the efforts of universities, hospitals, patient groups, government agencies, schools, service organizations, and professional associations worldwide in a week-long celebration of the brain. Founded and coordinated by the Dana Alliance for Brain Initiatives and European Dana Alliance for the Brain, BAW's sixteenth annual celebration will take place from March 14-20, 2011.<br /><br />for more info go to:http://www.dana.org/brainweek/Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-25634899945072849482010-10-12T20:12:00.000-07:002010-10-12T17:17:56.932-07:00Secretary of Education Duncan Announces $10.9 Million in Awards That Help Students with Intellectual Disabilities Transition to CollegeU.S. Secretary of Education Arne Duncan today announced the award of $10.9 million for 28 grants under two new federal programs that create opportunities for students with intellectual disabilities to attend and be successful in higher education.<br /><br />"President Obama has set a goal for America to have the highest percentage of college graduates in the world by 2020," Duncan said. "These new programs make an important contribution toward that goal by giving students with intellectual disabilities the opportunity to receive a quality postsecondary education with the supports they need to attend, complete and succeed in higher education."<br /><br /><span style="font-weight:bold;">For more on this, go to:<br />http://www.ed.gov/news/press-releases/us-secretary-education-duncan-announces-109-million-awards-under-new-programs-he</span>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-67101611009259437552010-09-23T00:48:00.000-07:002010-09-23T00:52:59.390-07:00The iPad is about to have an academic impact this fall in colleges and universitiesBy: Zahavit Paz, Co-founder, LD Resources Foundation<br />September 13, 2010 <br /><br />Every September, millions of college students with learning disabilities (LD) and ADHD face the frustration of keeping up with their reading assignments. Many others, however, often by trial and error, are able to develop creative ways to overcome their LD related reading and note-taking difficulties. This fall, colleges and universities are looking into ways of adopting the iPad as a collaborative tool, by enabling students to use it as a standardized mobile device, which they can integrate into curriculums, and use as a “universal” classroom.<br /><br />The potential for leveling the playing field for learning disabled students who will have access to the iPad is exciting news for students who rely on readers and note-takers to successfully complete a course. The iPad offers built-in accessibility features. Check out this web site:<br /><br />http://www.apple.com/ipad/features/accessibility.html<br /><br />The iPad will lower costs of textbooks and will create a better learning environment for all students. The IPad is a fast device, has touch color screen display and fast internet connectivity. <br />This fall, colleges and universities across the USA and overseas, have started pilot programs using the iPad. <br />Below, are the web sites of some schools that have started (or will begin) doing this:<br /><br />Oklahoma State University<br />http://www.tuaw.com/2010/07/01/oklahoma-state-university-to-start-up-ipad-initiative/<br /><br /><br />University of Notre Dame:<br />http://www.the-digital-reader.com/2010/08/27/notre-dame-to-launch-ipad-pilot-program/<br /><br />UIW H-E-B School of Business and Administration: <br />http://www.uiw.edu/news/2010/09/uiw-school-of-business-launches-ipad-pilot-program/<br /><br />Texas University (to launch an iPad pilot program):<br />http://www.the-digital-reader.com/2010/08/25/texas-university-to-launch-ipad-pilot-program/The Illinois Institute of Technology<br /><br />Melbourne University’s Trinity College (Australia)<br />http://www.techworld.com.au/article/358389/melbourne_uni_begins_50_student_ipad_pilotAnonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-83332657709263196542010-05-18T09:01:00.000-07:002010-05-19T04:11:52.775-07:00IPAD Voiceover gestures: User Accessibility for the IPAD by Zahvavit Paz, Executive Director, LD Resources FoundationHere’s a summary of Voiceover gestures using accessibility for the IPAD<br /><br />You can also download IPAD user guide for your IPAD. The download is free; however, the user guide is 303 pages. Here is a short cut for gestures. It may be helpful to you!<br /><br /><br /><span style="font-weight:bold;">Navigate and Read</span><br /><br />--> <span style="font-weight:bold;">Tap:</span> Speak item. <br /><br />--> <span style="font-weight:bold;">Flick right or left:</span> Select the next or previous item. <br /><br />--> <span style="font-weight:bold;">Flick up or down:</span> The effect varies depending on the Rotor Control setting.<br /> See “Using VoiceOver” on page 110. <br /><br />--> <span style="font-weight:bold;">Two-finger tap:</span> Stop speaking the current item. <br /><br />--> <span style="font-weight:bold;">Two-finger flick up:</span> Read all, from the top of the screen. <br /><br />--> <span style="font-weight:bold;">Two-finger flick down:</span> Read all, from the current position. <br /><br />--> <span style="font-weight:bold;">Three-finger flick up or down:</span> Scroll one page at a time. <br /><br />--> <span style="font-weight:bold;">Three-finger flick right or left:</span> Go to the next or previous page (such as the Home screen or Safari).<br /><br />--> <span style="font-weight:bold;">Three-finger tap:</span> Speak the scroll status (which page or rows are visible). <br /><br />--> <span style="font-weight:bold;">Four-finger flick up or down:</span> Go to the first or last element on a page. <br /><br />--> <span style="font-weight:bold;"> Four-finger flick right or left:</span> Go to the next or previous section (for example, on a webpage).<br /> <br /><span style="font-weight:bold;"><br />Select and Activate</span><br /><br />--> <span style="font-weight:bold;">Double-tap:</span> Activate selected item. <br /><br />--> <span style="font-weight:bold;">Touch an item with one finger, tap the screen with another finger (“split-tapping”):</span> Activate item.<br /><br />--> <span style="font-weight:bold;">Double-tap and hold (1 second) + standard gesture:</span> Use a standard gesture.<br /><br />The double-tap and hold gesture tells iPad to interpret the subsequent gesture as standard.<br /><br /> For example, you can double-tap and hold, and then without lifting your finger, drag your finger to slide a switch. <br /><br />You can use standard gestures when VoiceOver is turned on, by double-tapping and holding your finger on the screen.<br /><br /> A series of tones indicates that normal gestures are in force.<br /> They remain in effect until you lift your finger, then VoiceOver gestures resume.<br /><br /> <br />--><span style="font-weight:bold;">Two-finger double tap:</span> Play or pause in iPod, YouTube, Voice Memos, or Photos.<br /><br /> Start or pause recording in Voice Memos.<br /><br /> Start or stop the stopwatch.<br /><br /><br />--> <span style="font-weight:bold;">Three-finger double tap:</span> Mute or unmute VoiceOver.<br /><br /> --> <span style="font-weight:bold;">Three-finger trip tap:</span> Turn the display on or off.<br /><br /> <br /><br />I am in the process of writing a blog on the accessibility of IPAD for people with Learning Disabilities.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-47813027494137553782010-04-10T02:14:00.000-07:002010-04-10T02:55:13.230-07:00LD Resources Foundation: Discrimination is still a factor for college students with disabilitiesThis article, from The Daily Princtonian (April 6, 2010), is about a student with Dyslexia and ADD, at Princeton University, being denied extra time to take her exams. The laws passed since 1973 give those students with disabilities a chance to reach their highest potential. Unfortunately, ignorance and prejudice still stigmatize this population. The writer of the article shows how critics still believe that giving students with learning disabilities extra time to complete their exams due to the affects of their disability, will give them “an unfair advantage over non-disabled students.” <br /><br /><a href="http://www.dailyprincetonian.com/2010/04/06/25538">Click here to read the article in full</a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-19714796690192989212010-04-04T06:39:00.000-07:002010-04-10T02:46:43.285-07:00Zahavit Paz interview on Disabilitynewsradio.comZahavit Paz, LD Resources Foundation, Inc. <br />LISTEN to find out more about programs, grants, and services and the woman who co-founded it. www.ldrfa.org <br /><br />LD Resources Foundation is committed to overcoming barriers, and providing access to knowledge, for adults with learning disabilities. It is one of the few non-profit organizations focusing solely on the needs of adults with learning disabilities and in post secondary educational programs and in the workplace. They collaborate with, and inspire colleges, libraries, museums, correctional facilities and employers to provide, and make accessible, assistive technologies to all who need them. LD Resources is seen as the premier training and communications leader in educating the post secondary college community and students with learning disabilities in the use of new and innovative technology. <br /> LISTEN to find out more about programs, grants, and services and the woman who co-founded it. www.ldrfa.org <br /> <br /><a href="http://www.disabilitynewsradio.com">Click to hear the interview.</a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5798092409708236857.post-32215951895210449902010-01-27T14:20:00.000-08:002010-01-27T14:22:21.397-08:00E-text books and digital libraries for college students with learning disabilities (post-secondary)By Zahavit Paz<br />Co-founder LD Resources foundation (LDRF) www.ldrfa.org<br />January 2010 <br /><br />Today we have lots of assistive technology choices—digital readers, e-books, and audio books, to name a few. However as a student, I was constantly trying to solve the problem of accessing my e-text books through converting files and trying different types of assistive technology. My personal journey, which so heavily depended on technological aids, made it obvious that postsecondary educational standards for e-text accessibility were not available. <br /><br />This realization intrigued and motivated me to support other students with similar challenges. I helped them locate their textbooks and research books in e-text format. We often had to resolve issues when the necessary books were received in files that needed to be formatted, or the size of the book was too large. Due to my struggles, it became clear that educating students and staff on assistive technology should be part of LDRF’s mission.<br /><br />In spite of many positive changes, students with disabilities still face many difficulties and challenges. For example, most colleges do not have any special policy about e-text syllabi for people with disabilities. It's left for the classroom professors, who often are not familiar with the process of applying for digital textbooks. This is part of the reason college students with disabilities drop out at a rate that is nearly twice the rate of students without disabilities. Providing access to a book list and class syllabus 3-4 weeks before a semester starts could partially counteract this problem. This is particularly relevant for new textbooks or out of print books. If this were college policy, it would give students ample time to locate and order their books in digital format. Establishing this requirement is a needed college accommodation. That’s why LDRF’s mission is to facilitate and support students in their endeavor to achieve academic success.<br /><br />Where can I find textbooks in E-text format as well as digital libraries?<br />Today’s students have several options: <br />*Students with learning disabilities can register directly with libraries and get free membership. These library memberships require proof of disability.<br />Free libraries: <br />1. Bookshare: A resource for college/university students (postsecondary students) http://www.bookshare.org/<br />• Bookshare is the world’s largest online digital library for people with print disabilities. Bookshare seeks to increase accessibility by making books available for free! <br />• A downloadable reader is available for PC and MAC (the licensing is limited to the use of bookshare.org digital books);<br />• Bookshare’s University Partnership Program works to significantly expand the collection of books and textbooks for postsecondary students; <br />• This organization is easily approached and will make books available upon request for its members. Cherie L. Miller Is the University Program Manager at Bookshare (The Benetech Initiative). She is very accommodating with special requests. Her email is: cheriem@benetech.org;<br />• You must register and follow the procedure on their website http://www.bookshare.org.<br />2. The National Library Service for the Blind and Physically Handicapped http://www.loc.gov/nls/<br />• Free membership to all qualified registered members.<br />3. The Andrew Heiskell Library (in New York City) http://talkingbooks.nypl.org/<br />4. BARD: Braille and Audio Reading Download https://nlsbard.loc.gov/cgi-bin/nlsbardprod/index.cgi<br />• Downloadable Books and Magazines.<br />5. Recording for the Blind & Dyslexic® http://www.rfbd.org/<br />• RFB&D®, a national nonprofit, volunteer organization, is the leading accessible audiobook library for students with disabilities, such as visual impairment or dyslexia; <br />• Titles available in every subject area and grade level;<br />• RFB&D's digitally recorded audio textbooks help students who are challenged by the printed page.<br />• Please note that the books are audio books only.<br />6. Blio eReader www.blioreader.com (soon to be available from Kurzweil)<br />• All types of books available (free and for purchase) with free eReader software;<br />• A library of more than one million titles.<br />7. Project Gutenberg http://www.gutenberg.org/wiki/Main_Page<br />• More than 30,000 titles available;<br />• Many formats to choose from;<br />• Contains books with expired copyrights.<br /><br />*The E-reader consumer market is another option where you can purchase and download digital books online. The trend in the publishing industry is to give students options to regular printed books by offering the cheaper alternative of downloading books. This is good news for students with learning disabilities. <br />Ordering online digital books<br />E-text digital books are available for download for various e-readers, such as Amazon.com’s Kindle. Whatever e-text device you use, or plan to use, make sure you check if text to speech is available for the book you are ordering.<br />www.audible.com allows you to purchase books for your mp3 player or i Pod.<br />Today there are many other sources for digital books. One could just Google the book title and check/research if it’s available in digital format.<br /><br /><br />Written by Zahavit Paz Co-founder of LD Resources Foundation<br />and Jason Luchs, Director, Student Disability Services at The New SchoolAnonymousnoreply@blogger.com2