
We are thrilled to share our first virtual conference, State of the Art of SLD Identification: Innovations in Theory, Research, and Practice, with anyone who may have missed it! We had over 550 participants, including international clinicians! This conference reflected the dynamic interplay of theory, research, and practice for accountable clinical decision-making in the SLD identification process.
Speakers discussed cutting-edge research and its application to helping and supporting individuals with diverse learning needs. Strengths, limitations, and future directions for cognitive assessment in SLD identification and diagnosis were discussed. Appropriate use of cognitive assessment not only shapes the educational trajectories of individuals with unique learning needs but also significantly impacts
their well-being.
Recent developments in our theoretical understanding of SLD and cognitive assessment were a conference theme. Researchers and practitioners embraced multidimensional models that extend beyond a traditional deficit-based framework for making clinical decisions about SLD status. Research was presented that highlighted the importance of considering individual strengths and weaknesses for programming planning, including how to engage in a strengths-based approach to inform intervention and foster resilience and self-efficacy.
Speakers also focused on the role that genetics plays in understanding and diagnosing reading disabilities, how to measure executive functions and use the findings to inform intervention, and how to evaluate diverse learners and distinguish between differences and disability. The neuropsychology of learning disabilities in reading, writing, and math was highlighted as well as new and forthcoming diagnostic tests.
Our first virtual conference exemplified the tremendous progress made across disciplines that elevates the practice of SLD identification, informs intervention, and acknowledges the work ahead. For on-demand access to our conference, click HERE.