PROPOSAL SUBMISSION OPENS November 1, 2015 (

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1 CLD 2016 Call for Conference Proposals DEADLINE FOR SUBMISSION February 1, th International Conference on Learning Disabilities October 13-14, 2016 Hilton Palacio del Rio, San Antonio, Texas PROPOSAL SUBMISSION OPENS November 1, 2015 ( The Council for Learning Disabilities (CLD) 38th International Conference on Learning Disabilities will focus on the education of persons with learning disabilities (LD) from birth through adulthood. We encourage proposals that: address the construct of LD (including assessment for eligibility and classification); describe original research on LD (including evidence-based research on intervention and assessment practices for students with LD); translate evidence-based research into practitioner-oriented practical strategies; examine the education of students with LD from diverse cultural and linguistic backgrounds; pertain to policy at the local, state, and federal level; address topics relevant to higher education (including teacher preparation, mentorship of junior faculty and graduate students, and research methodology); originate from other disciplines that focus on LD (including neuropsychology and related services). Mission Statement The Council for Learning Disabilities (CLD), an international organization composed of professionals who represent diverse disciplines, is committed to enhancing the education and quality of life for individuals with learning disabilities across the life span. CLD accomplishes this by promoting and disseminating evidence-based research and practice related to the education of individuals with learning disabilities. In addition, CLD fosters (a) collaboration among professionals; (b) development of leaders in the field; and (c) advocacy for policies that support individuals with learning disabilities at local, state, and national levels. TYPES OF EVIDENCE-BASED SESSIONS Each session is 1.5 hours in length Panel Session Panel sessions have a minimum of three and a maximum of four panelists. Proposals naming fewer than three or more than four panelists will not be considered. Panelists may present on aspects of a singular theme or on individual studies that are related to a central theme. For either option, the organizing theme must be aligned with one of the conference Topics (see below). Panel sessions should present rigorous research or research-based information that is pertinent to the field of LD. The 1.5 hour time allotted to the session must include opportunities for participants to ask questions.

2 Roundtable Session Roundtable sessions are small-group, informal discussions on an issue related to one of the conference Topics (see below). Proposals should identify a minimum of two and a maximum of four presenters who will facilitate the interactive discussion. Multiple roundtable presentations will be offered in the roundtable session s room. Participants will choose the roundtable of greatest interest and join the small-group discussion. After the first 40 minutes of the 1.5-hour session, participants will move to a second roundtable, and presenters will repeat their session for 40 minutes with the second group of participants. Interactive Paper Session Presenters (maximum of four per poster) will be assigned to one of two interactive paper sessions lasting 1.5 hours each. The sessions are designed for presenters to display a poster of their work and discuss the content with participants roaming the poster hall. Presenters should plan to include on their posters both written and graphic information based on rigorous research related to one of the conference Topics (see below). Participants expect to interact with presenters for brief periods of time in order to visit as many posters as possible during the session. TOPICS This year, CLD is encouraging submissions that focus on students with severe learning disabilities and those in need of the most intensive interventions. Such a focus is not required, but alignment with one of the following topics is mandatory. Classification/Assessment for Eligibility Classification/Assessment for Eligibility sessions should focus on factors that lead the field to a better understanding of the construct of LD and how to more accurately and efficiently identify students with LD who require special education services. Proposals should clearly identify proposed practices and describe the theoretical/research base for the practice. Proposals addressing the multi-disciplinary nature of LD diagnosis and disproportionate representation and nondiscriminatory assessment practices are encouraged. Research/Intervention Practices Research/Intervention Practices sessions should provide participants with information that will facilitate implementation of an evidence-based instructional practice. All proposals must provide documentation of how the discussed practice is evidence-based and include information about the research employed (e.g., sample, procedures, results). Proposals should include a brief summary of the theoretical underpinnings of the intervention and data that demonstrate the effectiveness of the intervention practice when used with individuals with LD or those suspected of having LD. All sessions must include a research-to-practice component, that is, practical suggestions for how the research can be translated to an intervention setting. Instructional Assessment and Progress Monitoring Practices Instructional Assessment and Progress Monitoring Practice sessions should provide participants with information that will facilitate implementation of an instructional assessment/progress monitoring practice. All proposals must provide documentation of how the discussed practice is evidence-based, including data on the reliability and validity of the measure s scores. Proposals

3 should include a brief summary of the theoretical underpinnings of the assessment and how these practices promote data-based instructional decision making for students with LD or those suspected of having LD. Higher Education and Research Higher Education and Research sessions should focus on topics relevant to teacher preparation, mentorship of junior faculty and graduate students, or research methodology. Teacher Preparation sessions should describe evidence-based practices for preparing teachers to work with individuals with LD, their advocates, and their families. Proposals should include a description of the teacher preparation practices, examples of their use in a university or clinic setting, and data establishing their effectiveness. We encourage sessions that identify issues in teacher preparation, provide recommendations for new approaches or models of teacher preparation, and suggest ways to measure effectiveness. Sessions on mentorship of junior faculty should describe practices that support early career faculty in the promotion and tenure process. Sessions on mentoring graduate students should explain practices that contribute to their professional development. Topics can include, but are not limited to, finding postgraduate employment (e.g., interviewing effectively, determining the best person-employment match), establishing a research agenda, working with local school districts, networking with other professionals, teaching adults (syllabus activities, instructional resources, use of technology), and supervising undergraduate preservice teachers. Sessions can also include strategies for implementing a research agenda in teacher education or another topic while teaching a full load. These sessions should include a theoretical or research base that serves as a foundation for mentorship recommendations. Of particular interest for research sessions are those that advance the learning of participants on how to conduct research that provides evidence for interventions, how to read research-based articles, how to conduct and/or decipher sophisticated analyses, how to form an effective research team, and how methodologists design studies and report the results. Research methodology proposals should describe strategies for methodology and how participants can apply the session s content to designing research and analyzing findings on studies pertinent to educational research in LD. Legal, Policy, and Political Action Sessions are encouraged that address the impact of pending or current legislation, litigation, and policies at the local, state, and federal levels on the educational services for individuals with LD and the professionals who serve them. Session topics that may appeal to administrators, such as delivery of services for individuals with LD, are also highly encouraged. REVIEW PROCESS The Program Committee is seeking presentations that are evidence-based and timely. Proposals must provide sound empirical and theoretical support for the topic, including supporting literature. Only complete proposals will be considered. Proposals promoting commercial products, including books, will not be reviewed.

4 Depending on the number of proposals submitted, presenters may be limited in the number of sessions in which they can participate. All presenters must be registered for the conference by the deadline in order to be listed in the program. The Program Committee, which will include the Program Chairperson, and others knowledgeable about the topics, will review proposals. The Session Leader will be advised by of the Program Committee s decision by April 15, PROPOSAL INSTRUCTIONS 1. Go to for further submission instructions and to submit your proposal. 2. In the Abstract, please do not use the words panel, interactive paper, or round table; just check the appropriate session type on the proposal form. 3. A speaker can be listed as a Session Leader only once. A lead presenter may appear as a copresenter on another proposal. Individuals may be included as presenters on a maximum of 2 proposals. 4. Session proposals must include the names and all contact information of ALL presenters. (Panel presentations must include a minimum of 3 and a maximum of 4 presenters. Roundtable discussions must include a minimum of 2 and a maximum of 4 presenters.) 5. If submitting two or more proposals on different aspects of the same project, (e.g., a panel on the findings from a study and an interactive paper on the literature review pertaining to the study), please make sure the two or more Abstracts and titles delineate adequately the different emphases presented for each proposal. 6. All submissions are due by February 1, All presenters (including co-presenters) are required to register for the conference by the speaker registration deadline 6/1/ An acknowledgement of receipt of the proposal will be sent to the lead presenter. 9. Complete the FINAL CHECK LIST to ensure that all requested information is included. FINAL CHECK LIST 1. Title, Abstract, Topic, Session Type, Target Audience word proposal description that includes all requested information. 3. Presenters information and contact information. 4. Agreement to present and pay conference registration by speaker registration deadline 6/1/2016. ACCOMMODATIONS Visit CLD s website for the posting of hotel information: IMPORTANT AUDIOVISUAL IMPORTANT CLD will supply a LCD projector and screen for all presentations. Please be advised that speakers using projection devices will need to supply their own laptop and connecting cords. Other audio-visual needs (e.g., overhead projector, speakers) are the presenter s responsibility.

5 Internet access WILL NOT be available in the meeting rooms. CALL FOR PROPOSALS All information is to be submitted online by February 1, 2016 at It is recommended that proposals first be typed into a Microsoft Word document and then copied and pasted into the online form, as information entered online cannot be saved. For proposals to be considered, all requested information must be submitted. Incomplete proposals or proposals that do not follow required guidelines WILL NOT BE CONSIDERED. For any questions, please feel free to contact Deborah Reed at 2016cld@gmail.com TITLE OF PROPOSAL (10 words or fewer): ABSTRACT (50 words or fewer): TOPIC: (Check the topic that best describes your proposal) Classification/Assessment for Eligibility Research/Intervention Practices Instructional Assessment and Progress Monitoring Practices Higher Education and Research Teacher preparation Mentorship Research Methodology Legal, Policy, and Political Action SESSION TYPE: (select one; all session are 1.5 hours in length) Panel Session (3-4 panelists presenting once within the 1.5 hour block) Roundtable Session (2-4 discussants facilitating two rounds of 40-min discussions) Interactive Paper Session (1.5 hours of talking about a poster with roaming participants) Would you be willing to accept another format? Yes No If Yes, check all that apply: Panel (3-4 panelists presenting once within the 1.5 hour block) Roundtable (2-4 discussants facilitating two rounds of 40-min discussions) Interactive Paper (1.5 hours of talking about a poster with roaming participants) TARGET AUDIENCE: (check all that apply) Higher Education Faculty

6 Researchers Teachers Graduate Students Administrators Elementary level focus Middle School level focus High School level focus Postsecondary/adult level focus PROPOSAL DESCRIPTION (limit 300 words) All proposals should include a theoretical and/or research base that supports recommended practices and aligns with CLD s Mission Statement. Proposals describing original research should provide an overview of the study (including rationale, method, results, and implications). Proposals should include a description of how the content is useful for conference participants. See descriptions of the five topics listed above for further parameters of proposal descriptions. Proposals may include up to 3 references. The reference list will not be counted toward the 300- word limit. CONTACT INFORMATION (Please use an address where you can be reached year round. Please include an that is most current for ALL SESSION PRESENTERS.) Session Leader Name University/School/Organization Location City/State Title Year Round Address City, State, Zip Phone ( ) CLD will communicate ONLY with the session leader. Co-presenter Name University/School/Organization Phone ( ) Co-presenter Name University/School/Organization Phone ( ) (Please list additional co-presenters if needed)

7 AGREEMENT to ATTEND and PAY CONFERENCE REGISTRATION I agree (if accepted) to: a. present, b. pay the conference registration by 6/1/2016, and c. ensure that all co-presenters (if applicable) are registered by the speaker registration deadline 6/1/2016. By checking the above and below boxes, if my proposal is accepted, I agree to attend the CLD conference and present at the assigned time. I understand that acceptance of the proposal means a commitment that all session presenters and co-presenters must pay conference registration by the speaker registration deadline. If all session presenters (session leader and all co-presenters) are not registered by 6/1/2016, I understand that my session will be replaced with a waitlisted presentation. I further understand that I will be responsible for fees associated with audiovisual equipment, other than a standard LCD projector and screen, which will be provided. ***Note: Some proposals may be waitlisted. This means that the session reviewers ranked the proposal as meeting criteria, but the proposal has not been accepted because of space availability. If other sessions are cancelled, waitlisted proposals will move into cancelled time slots as they become available. If a session is waitlisted, we will notify speakers as soon as possible if cancellations occur.***