Annual General Meeting 2023

This online conference will run over 2 days (Saturday 28th October and Sunday 29th October). All presentations will be recorded and available for 1 month. The timing for the event is: Saturday 28th October: 9:30 am - 2 pm Sunday 29th October: 9:30 am - 1:30 pm On Saturday, our keynote speaker, Dr. Anita Archer, will discuss explicit instruction in her presentation ‘The Magic is in the Instruction’ and Julie Scali will present on the Fundamentals of Response to Intervention. Karina Stocker will provide examples of how a school in Melbourne has successfully used MTSS models and Julie Sonnemann will present on ‘What the research says: How to embed small group tuition in schools?’ On Sunday, screening assessments and setting targets will be discussed (Robyn Wheldall/Nicola Bell/Siobhan Merlo/Julie Scali). Louise Spear-Swerling will present on Identifying common types of reading difficulties and Alison Madelaine will present on designing Tier 3 interventions. Ticket Pricing Early Bird (This price will be available until 7th August) LDA Member $265 Non-Member $330 Student Member $185 Normal Price LDA Member $285 Non-Member $350 Student Member $205 Sponsors Gold

**This webinar will be recorded and available for two weeks after the event** Date: Wednesday 8th November Time: 7:30 pm - 8:30 pm AEDT (Melbourne Time) Cost: LDA Member: $30 LDA Student Member: $15 Non-Member - $50 This webinar will cover the following areas:Why set targets for students with learning difficulties?What are the requirements for students with learning difficulties?What do we mean by SMART targets?How do we write SMART targets?Examples of effective good and poor IEPs About Julie Scali Julie Scali is the Director of Literacy Impact in Perth, Western Australia, specialising in literacy improvement and learning difficulties. She has 23 years of experience in primary education and leadership settings in Perth and London, including 8 years as a Deputy Principal leading evidence-based literacy improvement and data-informed practice. Julie currently supports schools in implementing structured literacy and Response to Intervention, as well as delivering online professional learning in High Impact Reading Instruction and Intervention. Her work has been featured in Education Review, Literacy Today and the DSF Bulletin. She is also the Editor of Learning Difficulties Australia Bulletin.

Join Stewart D'Silva, a Registered Psychologist, as he empowers participants with the knowledge and confidence to navigate dyslexia assessment seamlessly. In his engaging presentation, Stewart will shed light on the essential steps that precede a referral to a psychologist. These steps ensure that the necessary evidence is gathered through careful observation and screening assessments, all within the framework of Response to Intervention (RTI). His insights will also address the crucial questions educators should consider before initiating a diagnostic assessment. As this session is scheduled from 7 pm to 9 pm AEDT, Stewart invites you to bring your dinner and a beverage of your choice, creating an informal yet enriching atmosphere for an evening of dining, drinks, and dyslexia. **This webinar will be recorded and available for two weeks after the event** Date: Thursday 16th November Time: 7:00 pm - 9: 00 pm AEDT (Melbourne Time) Cost: LDA Member: $50 LDA Student Member - $40 Non-Member - $70 About Stewart D'Silva Across Australia and New Zealand, Stewart is passionate about psychological assessment, and working closely with young people (ages 6-16+), their families/carers, and their schools to come to a shared understanding of how to best support the struggling learner. ​ Stewart also loves working closely with schools to design and deliver Professional Learning for teachers and special educators who want to learn more about screening, assessing, and intervening for young people at risk. This process keeps the young person in the safe space of school as concerns and differences are explored by educators, encourages data-driven informed referrals to be built, and, importantly, reduces panic referrals to clinicians. ​ Areas of Interest:​ Conducting assessments for concerns around:​ academic achievement/specific learning disorders (reading, written expression, maths),​ intellectual ability/disability (verbal and nonverbal thinking and problem-solving, working memory, processing speed, adaptive behaviour), and​ attention and executive functions (activation, focus, effort, emotion, working memory, self-regulation).​ Designing and delivering professional learning for teachers and special educators.​