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July 17, 2020, NSLHA School-Based SLP Webinar: SLP Assessment and Intervention Considerations for Students with Dyslexia

NSLHA School-Based SLP Webinar: SLP Assessment and Intervention Considerations for Students with Dyslexia

July 17, 2020, 8:30 a.m. - 11:00 a.m. CDT

Purpose: The webinar is geared toward school-based speech-language pathologists (SLPs) who want to know more about assessment and intervention for language-learning disorders like dyslexia. As the school-based SLP’s role shifts in response to legislative developments and changes to traditional student identification processes, we may be involved earlier and have a greater role in the identification process and intervention plan for students with low reading scores. Our strong background in oral language development puts us in a great position to positively influence reading success for struggling students. Therefore, it’s imperative that SLPs are armed with up-to-date information and knowledge of evidence-based practice that can maximize our contributions to student success. This webinar will include information about typical reading, spelling, and writing development, reading disorder profiles including dyslexia, and appropriate assessment tools and important intervention features for students with dyslexia. Resources and references for continued learning on this subject will be shared and discussed.

Objectives:

1. Describe the reading disorder profile of dyslexia.
2. Identify appropriate assessment tools for determining the presence of language-learning disorders like dyslexia. 
3. Discuss key intervention considerations for students with dyslexia.

Download the registration brochure by clicking here.

Professional, lifetime and associate members, click here to register online.

Students, click here to register online.

 

 

This program is offered for up to 0.2 ASHA CEUs (Intermediate level, Professional area).

Presented by Shari DeVeney, Ph.D., CCC-SLP

Speaker Bio:

Shari DeVeney, Ph.D., CCC-SLP, is an associate professor at the University of Nebraska at Omaha. Prior to obtaining her doctorate degree, she spent 10 years as a practicing school-based speech-language pathologist, working mainly in early childhood and K-12 educational settings.

Her primary research focus involves early communication risks in speech and language development. She teaches coursework on pediatric speech sound disorders and school-age language impairments, including language-learning disorders like dyslexia.

Dr. DeVeney was past president of NSLHA and is a current member of the continuing education committee as well as president of Nebraska Speech-Language-Hearing Endowment Fund (NSLHEF) Board.

 

Speaker Disclosure Statement: Dr. Shari DeVeney is an associate professor at the University of
Nebraska at Omaha. She has no non-financial relationships to disclose.

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