CLD 2019 Call for Conference Proposals
DEADLINE FOR SUBMISSION February 1, 2019
38th International Conference on Learning Disabilities
October 13-14, 2019
Hilton Palacio del Rio, Hawaii
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
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 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.
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.
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 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 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.
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.
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 email of the Program Committee’s decision by April 15, 2016.
1. Go to http://www.council-for-learning-disabilities.org/cld-2016-san-antonio-proposals 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 co- presenter 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, 2016
7. All presenters (including co-presenters) are required to register for the conference by the speaker registration deadline – 6/1/2016.
8. 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
2. 300 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
Visit CLD’s website for the posting of hotel information: www.cldinternational.org
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. Internet access WILL NOT be available in the meeting rooms.