C W Austin Learning Disabilities Conference

C W Austin Learning Disabilities Conference

This conference is a great opportunity for individuals interested in learning more about learning disabilities. Join us at 3200 Woodland Ridge Blvd for a day filled with informative sessions, engaging workshops, and networking opportunities. Whether you are a parent, educator, or student, this event is designed to provide valuable insights and resources to support individuals with learning disabilities. Don't miss out on this chance to connect with experts in the field and learn about the latest research and strategies for addressing learning challenges.

Thanks: ExxonMobil, Episcopal School of Baton Rouge, and our volunteer presenters

Goal: Provide parents and professionals with free practical tools and best practice information designed to help students with learning disabilities achieve academic success through local experts in the field.

CEUs: CEUs are free to Educators, Parents, Advocates, and Foster Parents. CEUs are available for $25 for the entire conference at registration and $50 at the door to Social Workers, Speech-Language Pathologists, and Counselors through Louisiana professional organizations and must be paid through an “add-on” during registration. If you don’t have a credit card, or need scholarship, please email us at gbrldc17@gmail.com

Lunch: We will break for 30 minutes for lunch and offer a sandwich box lunch ($10 “add-on” during registration) for attendees. Be sure to reserve yours if you are interested and indicate your preference. Be sure to reserve yours if you are interested and indicate your preference.

Parking: Please let us know if you need handicap parking or have accessibility issues.

Please be sure to include name and email for each person registered.

Dedication: This conference honors Christopher Austin who was a successful college student with dyslexia. He was a talented musician, writer, and visual artist tragically killed by a drunk driver at age 20. We celebrate his gifts and hope to give parents and professionals the tools they need to support LD students in their lives.

Presentations

• Accessibility for All by Brandi Bergeron, MSIT, B.Ed of Episcopal School of Baton Rouge: In the modern world of technology, accessibility is now available in almost every facet of our lives, and that includes education. There are many accessible features in the technology that we already have available to us, such as tablets, mobile phones, and computers. Learning where to find the features may be more of a frustrating challenge if you do not quite understand what you are looking for. In this session, we will explore accessibility features in device settings, within programs, and embedded into our internet searches to benefit people with learning disabilities. We will discuss technology resources for many types of learning disabilities, but more specifically, these resources are useful for all. You will leave the session knowing where to find these hidden treasures and other resources that you can use to equip students with learning disabilities with the tools they need to be productive in their neurodivergent world.
• ADHD and Irritability by Belynda Gauthier of CHADD: ADHD often involves emotional dysregulation, which can manifest as crabbiness, irritability, low frustration tolerance, and intense emotional reactions. Common triggers for crabbiness in people with ADHD include internal discomfort (like hunger or tiredness), external frustration (such as task difficulty), sensory overload, perceived rejection, and co-occurring conditions like anxiety or depression. Managing crabbiness can involve lifestyle adjustments, self-regulation strategies, therapy, and medication.
• After School Activities as a Tool for Growth: Empowering Kids with Learning Differences byTia Talamantez of David Vincent’s Martial Arts, Mary Feduccia, Ph.D., LPC, and Abby Meldrum of Gaitway Theraputics: This presentation explores how After School Activities can be powerful pathways for children with learning differences to build focus, confidence, and resilience. Through structured routines, clear progressions, and supportive community environments, After School Activities empower students to turn challenges into strengths. Participants will leave with practical strategies they can use to support children and families both inside and outside After School Activities as well as how to choose other effective After School Activities.
• Auditory Processing and How This Impacts Students by Vicky Roy, Ph.D., L-SLP, CCC-SLP of Dynamic Therapy Specialists: Auditory Processing Disorder (APD) can have a profound impact on a student's ability to succeed academically, often affecting literacy development, attention, and overall classroom performance. ADP can mask the origin of many mental health issues and failure to address the resulting emotional and social challenges can be damaging to LD kids with this problem. Parents and providers can help prevent these obstacles through knowledge about the disorder and they can serve as a resource to help find appropriate remediation and early intervention. When children (and adults) with this disorder do not get appropriate interventions, they can develop mental health issues. Information provided in this presentation can help clinicians identify these kinds of problems and learn about appropriate interventions so they can better serve their clients.
• Bilingualism and Language Development: Myths, Evidence, and Guidance for Parents, Caregivers, and Teachers by Fatema Akhter Mitu, MSc., SLP and Elieen K. Haebig, PhD, CCC-SLP: This session will cover common myths about bilingualism and provides evidence-based guidance on supporting bilingual children’s language development including those with learning disabilities. We will review research on how bilingualism impacts speech, language, and literacy, clarify misconceptions that can lead to inappropriate referrals or missed diagnoses. We will offer practical strategies for educators, caregivers, and families to foster successful communication and academic outcomes. This will be of particular interest to providers and parents working with ESL students.
• Build Better Interventions Through Empathy by Georgann Mire, President of the Greater Baton Rouge Learning Disabilities Coalition: Pull out your pencil and paper for this interactive demonstration designed to increase empathy for students with learning disabilities. Learn about evidence-based resilience and motivational interventions. Best practice accommodation and advocacy recommendations will be discussed. When judgement is set aside and empathy accumulated, parents and professionals can work together to combat the psychological, emotional, behavioral and social challenges affecting the quality of life for people with learning disabilities.
• Communication Strategies to Build Family Engagement and Support Struggling Students by Julie McKinney and Christina Kozak of Exceptional Lives: In this session, we will discuss the proven impact of strong family engagement on things like academic outcomes, school climate, and staff satisfaction, and connect this to the challenges in Special Education. We’ll explore the ways in which communication challenges can often get in the way of this family engagement and focus on communication strategies that will help build trust. We will describe and practice strategies, including Plain Language Writing, that will help parents and professionals connect in ways that will help them show up as true partners.
• Homeschooling Children With Learning Disabilities by Meagan Clare and Jodi Stewart:Owners and Directors of Homeschool Clubhouse: This presentation is for parents and providers who are interested in investigating homeschooling as a resource for families with children with learning disabilities and providers working with this population. Researchers agree that homeschooling children with learning disabilities works, and we will share our experiences helping vulnerable students achieve academic success. We’ll discuss many aspects of this resource including the laws, various homeschooling methods, best practices, and success stories. Because community is power, socialization techniques will also be included.
• How to improve your child's reading AND listening comprehension skills by Stacy Levy, M.S., L-SLP, CCC-SLP and Molly Landry, M.S., L-SLP, CCC-SLP of Dynamic Therapy Specialists: There is a direct link between the ability to develop concept imagery (visualization) and improved overall reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing skills. In this presentation Stacy and Molly will introduce the idea of concept imagery as well as provide practical tips and tricks on how to incorporate visualizing and verbalizing techniques into your child's reading, writing, homework, and studyibyng. Resources will also be shared so that you walk away with the tools to take action right away.*
• Interoception: What is it and how does it impact learning? by Megan Sheehan-Dean, M.S.: Interoception plays a crucial role in our physical and emotional regulation. This session will provide an overview of what interoception is, why it is relevant, and practical examples of how providers and parents can develop interoceptive awareness both in the classroom and at home.
• Leading Literacy Change: Growing the Potential of Mississippi’s Dyslexia Learners by John Hodges, M.A., CALT-QI of the Brighton School: John Hodges, principal of The Brighton School in Baton Rouge, shares his firsthand experience guiding a public school district through its transition out of balanced literacy and into structured literacy. Drawing on his experience, Hodges explores the challenges, breakthroughs, and lessons learned along the way. He situates this journey within the broader national response to America’s literacy crisis, highlighting how effective leadership, collaboration, and teacher empowerment can drive lasting instructional change.
• Learning Disabilities in Higher Education by Alisha Diggs, Ph.D., LPC, and LaCrystal Wilson, Ph.D., LPC of Baton Rouge Community College: Learn about college accommodations and ways students with learning disabilities can access them effectively. In addition, presenters will share their experiences while serving as mental health providers to college students and suggest therapeutic interventions to enhance successful transition.
• Play with Purpose: How Play Opens Up New Conversations by Aaron-Ashley Yorn, CCLS, Counseling Team, Early Childhood and Elementary Division of Parkview Baptist School: Children often express their deepest thoughts and emotions through play, art, and shared experiences rather than words. While verbal communication is valuable, these creative mediums can offer powerful insight into what a child is feeling and thinking. In this session, we’ll explore how play acts as a language of its own—one that helps children process emotions, overcome struggles, and grow in their strengths. Participants will leave with practical, relationship-centered strategies and interventions to increase effective communication with their child.
• Practical Tools and Tips for Parents to Enhance Learning and Accountability at Home by William B. Daigle, Ph.D.: As a psychologist, I frequently provide brief practical tips to parents to assist their children with learning disabilities. However, rarely do I include these tips in my reports or in writing for the parents. It dawned on me that perhaps it could be helpful if some of this information was presented and written down so that parents can refer to it later. This presentation will provide practical information and tools/tips for a variety of topics related to learning and learning disabilities. These tips and tools can be adapted for any school-age child.
• Pre-Internet Pedagogy: Reclaiming Early Childhood Education for Hands-on Play by Stacy Haupt, M.Ed. in Early Childhood Curriculum & Instruction and Laurel Luecke, M.Ed. in Early Childhood Curriculum & Instruction of Ascension Parish School District: Early childhood has increasingly been impacted by what some call the "digital babysitter"-- screen time. In this session, we will explore the impacts of too much screen time in the formative years of neurological and psychological development and trends impacting teaching and learning in early childhood. In today's fast-paced world, we advocate for pushing the brakes on technology to reclaim play as a means to help young children engage and develop successfully at home and at school.
• School Evaluations in Louisiana: How They Differ from Private Evaluations— and Why It Matters by Tiffany Muse Guerin, Ed.S., NCSP of the Episcopal School of Baton Rouge: This session will guide parents and providers through the Special Education evaluation process in Louisiana public schools, including key timelines, steps, and parental rights.
• Teaching Children Self-regulation of Anger by Randall L. Lemoine, Ph.D.: Self-regulation of anger is a critical life skill. Surely, caregivers (parents & professionals) have a role in promoting self-regulation of anger of the children in their care. But how? This workshop presents a framework to better understand the emotion of anger, how self-regulation of anger develops, and how best to teach self-of anger regulation both at home and at school. The framework presented follows a neurodevelopmental systems approach grounded in the modern understanding of the skill of self-regulation of anger that has emerged in recent years.
• The Power of Number Sense: Strengthening Early Mathematical Thinking by Jenna Moore of the Dunham School: Math can be frustrating for many students with learning disabilities. Finding ways to help can give parents and professionals tools to improve educational and mental health outcomes. In this workshop, participants will review the Early Number Sense Trajectory by Graham Fletcher and learn how to identify the strategy stage of their students to better guide instruction. Teachers will explore practical strategies for developing number sense, engage in hands-on activities to create manipulatives they can take back to their classrooms, and discover how to implement Number Talks effectively. Participants will also be introduced to websites and digital resources that provide meaningful games to strengthen mathematical understanding. Throughout the session, educators will experience how math can be presented in fun, engaging ways that break down stigma and build confidence for both teachers and students. Discussion of dyscalculia and math anxiety will be included in this discussion.
• Understanding Working Memory by Darlyne Nemeth, PhD, MP, MPAP and Dr. Mary Keyes: Working memory is central to all learning. It is both basic and complex and operates on both conscious and unconscious levels. The primary central processing working memory part of the brain is the prefrontal cortex. Working Memory is defined by Dehn as "management, manipulation, and transformation of information drawn from short-term and long-term memory," to get things done. It involves memory for facts (declarative) and skills (procedures). It is the mortar between the bricks that allows learning to take place. There are several exercises designed to improve working memory. These exercises include: visual motor skills, being able to inhibit responses when needed, and mnemonics. Other areas to improve working memory will be discussed by Dr. Keyes.
• What Does It Mean To Be Trauma Wise? How To Create a Safe Space for Learning by Claire M. Kantrow, PT, DPT: When we understand how (and why) our nervous system reacts and responds to perceived threats, then we can learn strategies for staying grounded, socially engaged, and regulated. This self-awareness also creates a space for us to better connect and empathize with others. Being trauma-informed means that we incorporate a keen awareness of the impact of stress and trauma in our lives and the lives of everyone we interact with. It means that we recognize that a person’s experience (past and present) will impact how they heal, how they learn, and how they interact with me and others. It means understanding our own biases. It means being better, more empathetic and understanding educators, colleagues, spouses, parents, and friends.

Disclaimer: The views and opinions expressed in this program are those of the speakers and do not necessarily reflect the views or positions of any entities they represent. In addition, information provided at this conference is for general informational purposes only and does not constitute professional advice. The organizers assumes no liability for any loss, damage, injury, or inconvenience sustained by the attendees in connection with this event.