Session and Speaker Details
Friday, October 4th
Special Guest Speaker:
Turning Limitations into Opportunities
Presented by Gil Gershoni
After years of viewing his dyslexia as a hindrance, Gershoni Creative founder Gil Gershoni is helping others discover something he’s long known: there’s a little bit of magic in dyslexic thinking. His mission is to educate people about dyslexia and move away from the traditional — and incomplete — perception of the condition as a limitation only. For Gil, dyslexia is a hyper-ability, not a disability. Dyslexics are often able to make surprising connections and find solutions in unexpected places — and Dyslexic Design Thinking can help linear thinkers unlock their creative potential. Learn how to leverage strategies that come naturally to dyslexics to enhance how we work, think, create and problem-solve.
After the session, participants will be able to:
1. understand how dyslexia impacts students;
2. understand how dyslexia and learning differences can be the root cause of other problems we see in our society;
3. recognize and value the importance of an individual’s passions; and
4. find ways to focus on those passions to help guide students to success.
About the Presenter:
Founder and Creative Director, Gershoni Creative, and Creator of Dyslexic Design Thinking For over 30 years, Gil Gershoni has been bringing together cutting edge ideas and keeping brands like Google, Apple, Spotify, and Nike ahead of the curve. After immigrating to the United States from Israel and supporting himself through a brief stint as a magician, Gershoni founded Gershoni Creative, a San Francisco-based creative agency, in 1996. As the agency expanded, Gil realized that his dyslexia had benefits within the creative process that helped his team and clients innovate and thrive. Through his work and advocacy, Gershoni is helping others discover something he’s long known: there’s a little bit of magic in dyslexic thinking. In 2017, Gil founded Dyslexic Design Thinking, a program that teaches people how to leverage strategies that come naturally to dyslexics to enhance how they work, think, create, and problem-solve. His mission is to educate people about dyslexia and move away from the traditional – and incomplete – perception of the condition as a debilitating limitation. For Gil, dyslexia is a hyper-ability, not just a disability. Dyslexics are often able to make surprising connections and find solutions in unexpected places – and Dyslexic Design Thinking can help linear thinkers unlock their creative potential. Dyslexic Design Thinking has grown to include the Dyslexic Design Thinking podcast and The Bigger Picture with Amazing Dyslexics, a virtual salon series that explores how dyslexics and non-dyslexics alike can use big-picture thinking to create and innovate across different fields. In October of 2022, Gil executive produced Dyslexic Dictionary, an exhibit in San Francisco showcasing works by dyslexic artists and leaders, including California Governor Gavin Newsom and Twitter logo designer Martin Grasser. Read more about Dyslexic Dictionary in the San Francisco Standard, the San Francisco Examiner, and 48 Hills. The exhibit also launched Dear Dyslexia in Washington DC’s Capitol Hill, a project that has invited thousands of dyslexics worldwide to submit postcard illustrations of their dyslexic experience. Read more about Dear Dyslexia in The Hill, Education Week, KTVU and SCRIPPS.
Friday Table Talk Sessions
Bridging the Gap: Leveraging Decodable Texts and Oral Language to Enhance Reading Comprehension
Presented by Christy Brockhausen
In this table talk session, we will examine the essential role of decodable texts in building foundational reading skills within the framework of Structured Literacy. We will discuss how decodable texts, which align with the principles of systematic, explicit reading instruction, can be effectively paired with oral language activities to enhance the development of complex sentence structures and comprehension, particularly for students with dyslexia. Drawing on current research in literacy development, we will explore how decodable texts not only support decoding accuracy and fluency but also serve as a scaffold for advancing linguistic and cognitive skills. Participants will gain practical, evidence-based strategies for integrating decodable texts with targeted oral language exercises, enabling students to transition from accurate decoding to meaningful, syntactically rich comprehension. This session is designed to equip participants with actionable tools to bolster both reading proficiency and language acquisition in their students.
About the Table Talk Presenter:
Dr. Christy Brockhausen specializes in educating students with language-based learning disabilities and ADHD, offering expertise in multisensory structured language instruction along with extensive knowledge in diagnostic instruction, teacher development, program evaluation, and curriculum design. She embraces a holistic approach to delivering evidence-based education, guided by a deep understanding of structured literacy and the learning needs and aspirations of students and their families. Dr. Brockhausen is committed to empowering students to succeed academically and personally through tailored, innovative approaches focused on student achievement, teacher development, and family engagement within the learning community.
AD/HD and Executive Functioning: Strategies for Success
Presented by Chad Houvouras
Join us for an insightful presentation focusing on strategies to support individuals with AD/HD and Executive Functioning (EF) challenges. Learn about current research in AD/HD and EF as well as effective, evidence-based techniques to help manage common challenges and maximize productivity. Gain practical tools and insights to create supportive environments at home and in the classroom, promoting academic success and overall well-being.
About the Table Talk Presenter:
Chad Houvouras holds a Master’s Degree in Special Education from the University of Florida and has dedicated over 24 years to teaching Special Education. Diagnosed with AD/HD at 15, Chad combines personal experience with professional expertise as the Coordinator for the Central Florida Chapter of CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder).
Chad’s passion for AD/HD awareness extends to his family life, where he supports his daughter, also diagnosed with AD/HD. As a speaker and advocate, Chad offers valuable insights and strategies for individuals and families navigating AD/HD.
The Dyslexic Brain: Mapping Neural Pathways
Presented by Dr. Gabriela Mancini
This interactive discussion delves into the intricate relationship between brain functions and dyslexia. Participants will explore brain models and images highlighting areas of the brain that exhibit heightened or reduced activity in individuals with dyslexia. Through hands-on activities, participants will construct “neurons” using pipe cleaners, gradually building a network of connections on a board. This collaborative neuron board will symbolize the potential for creating new connections in the brain, fostering a deeper understanding of how the brain can adapt and learn.
About the Table Talk Presenter:
Gabriela Mancini, Psy.D., known as “Dr. Gabby”, is a licensed clinical psychologist with expertise in psychology and neuroscience. She holds degrees from Florida International University and Nova Southeastern University. With experience in hospitals, academia, and private practice, Dr. Gabby is passionate about promoting brain and mental health. She creates interactive courses on brain sciences and emotional intelligence and is known for her dynamic workshops and accessible writings. Dr. Gabby’s work focuses on reducing stigma and enhancing understanding of mental health.
The Power of Picture Books
Presented by Heather Webb
Discover the transformative impact of picture books in educational settings in our presentation, “The Power of Picture Books.” This session will explore how picture books go beyond storytelling to become essential tools for representation and inclusivity. By featuring characters and narratives that reflect diverse backgrounds, abilities, and experiences, picture books allow students to see themselves within the pages, fostering a sense of belonging and understanding. We’ll delve into how these books raise awareness of neurodiversity, celebrate differences, and build confidence in young readers. Join us to learn how the strategic use of picture books can empower students, create more inclusive classrooms, and inspire a lifelong love of reading.
About the Table Talk Presenter:
In 2010, with the diagnosis of her second child with dyslexia Heather began to search for pedagogy that would help her teach her son in a way that best supports his way of learning. She found the Orton-Gillingham approach of teaching reading. In 2018 she became trained with IMSE in teaching OG. Heather began teacher training at the Orlando Montessori Teacher Education Institute in the summer of 2019. Heather trained further in OG with Norma Jean McHugh, OGA/Fellow successfully completing both Classroom Educator and Associated level training and is currently completing her Associate level practicum. She is also trained in Multisensory Math with Marilyn Zecher. Heather has a deep interest in teaching dyslexic learners and is proud to be a teacher in The Bridge at The Christ School.
The Language of Math: Elevating Understanding Through Literacy
Presented by Jamie Zimmelman
Discover how to teach math through the lens of a Structured Literacy educator. Our program highlights how essential language is in building strong math skills. Attendees will gain practical tools and insights for adapting math instruction to support dyslexic thinkers, ensuring they can effectively engage with and excel in mathematical concepts.
About the Table Talk Presenter:
Jamie Zimmelman, M.Ed., is an experienced educator with over 16 years of teaching diverse student populations. She is committed to addressing individual needs by fostering strong relationships, employing multi-sensory learning techniques, conducting ongoing assessments, and making learning enjoyable. As a structured literacy educator certified in English and TESOL, Jamie also specializes in Multisensory Math, which integrates Orton-Gillingham methods with evidence-based strategies. She uses a Structured Mathematical Literacy approach to help students master math concepts. Additionally, Jamie developed ‘The Original Selfie,’ a workshop focused on self-reflection and mindfulness. She aspires to encourage all students to love learning and feel confident in their abilities.
Saturday, October 5th
Keynote Session:
Shine Bright for Florida Students
Presented by Adrianna Swearingen, 2024 Florida Teacher of the Year
Adrianna Swearingen, 2024 Florida Teacher of the Year, sheds light on the importance of educators standing as lighthouses for Florida students, shining as beacons of hope, resiliency and curiosity, in order to help students shine toward the shores of their potential.
After the session, participants will be able to:
1. strive to act in the best interests of struggling readers and readers with dyslexia and other reading disorders;
2. maintain the public trust by providing accurate information about currently accepted and scientifically supported best practices
in the field;
3. support just treatment of individuals with dyslexia and related learning difficulties; and
4. understand that learning to read, for most people, requires explicit instruction.
About the Presenter:
Adrianna Swearingen, a media specialist at Northside Elementary School in Bay County, was selected as the 2024 Florida Department of Education Teacher of the Year from nearly 185,000 Florida public school teachers. In this role, she will serve as the Christa McAuliffe Ambassador for Education, promoting the contributions of Florida educators and elevating the teaching profession. Over the past seven years as an educator, Adrianna has focused on developing her students into the next generation of leaders by facilitating student-run morning broadcasts and pioneering the Accelerated Reader Program, fostering an environment of confidence. Outside the classroom, she volunteers for the Northside Elementary Technology Club, Lego Club, and Yearbook Committee. Since transitioning from a classroom teacher to a media specialist in 2021, Adrianna has been instrumental in improving Northside Elementary’s overall school grade by 12 percentage points, English Language Arts (ELA) learning gains by 21 percentage points, and learning gains for the lowest quartile of students in ELA by 41 percentage points. She holds a Master’s Degree in Educational Leadership from the University of West Florida and a Bachelor of Science in Elementary Education from Florida State University. A proud mom of two boys and the wife of a former Marine who now serves as a firefighter, Adrianna cherishes her military childhood and the exposure to different cultures, learning, and perspectives that continue to positively impact her life both personally and professionally.
Keynote Session:
Developing Foundational Reading Skills
Presented by Dr. Valentina Contesse
Effective instruction in foundational reading skills should promote the development of decoding and encoding skills. This session will explore research-based methods for supporting students’ accuracy and automaticity with these skills. Additionally, participants will be introduced to free instructional resources that can be used to support the application of these methods. After the session, participants will be able to:
1. name two strategies for developing students’ decoding (reading) and encoding (spelling) skills;
2. explore research-based methods for supporting students’ accuracy and automaticity; and
3. identify instructional resources that can be used to support student learning.
About the Presenter:
Dr. Valentina Contesse is a Clinical Assistant Professor of special education in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Her research focuses on early literacy instruction and intervention, teacher preparation and training in the area of reading, and the effects of performance feedback on the implementation of evidence-based instructional practices. Dr. Contesse works for the University of Florida Literacy Institute (UFLI) and is the co-author of UFLI Foundations: An Explicit and Systematic Phonics Program. Dr. Contesse teaches undergraduate and graduate courses in various UF teacher preparation programs and coordinates coursework-aligned field experiences. Additionally, she coordinates and delivers district-level professional development for practicing teachers focused on evidence-based reading instruction.
Professional Pathway Session:
Taking Spelling Instruction to the Next Level
Presented by Nancy Coffman
Solid instruction in the patterns of the English language, including a deep understanding of the morphemic structure and etymology of words, benefits from ongoing review and exploration. Morphology is important for vocabulary development and for spelling more complex words. Knowledge of word origin unlocks mysterious spellings. Current research supports the importance of morphological awareness and word origin in strong spelling instruction and improved reading skills. This interactive presentation includes activities to reveal morphemic structures and word origin that unlock reliable spelling patterns in the English language.
After the session, participants will be able to:
1. identify morphemic structures;
2. recognize word origins;
3. apply knowledge of morphemes to vocabulary development; and
4. apply etymology to unlock mysterious spellings.
About the Presenter:
Nancy Coffman has proudly served students with dyslexia and related disorders for over 30 years. She first taught middle school students at the Shelton School in Dallas, Texas and then transitioned to delivering certificate level instruction in Structured Literacy to teachers across the country. Though recently retired, Nancy continues to consult and provide training in Structured Literacy techniques. Nancy has served as a board member for the International Dyslexia Association, as president of ALTA and of the Alliance board, and as a board member of IMSLEC. She is the Past President of the IDA North Carolina Branch. She is a Certified Academic Language Therapist (CALT) and Qualified Instructor (QI). Nancy is the proud parent, sister, daughter, and potentially grandmother of individuals with dyslexia. These individuals ignited her passion for serving students who learn differently. Nancy lives in Asheville, North Carolina.
Parent Pathway Session:
Dynamic Policy: What Parents and Educators Need to Know
Presented by Sunshine Moss
Federal special education policy provides a strong link between research and practice to meet the needs of children with dyslexia and other learning disabilities. Unfortunately, educators and parents alike report that common misconceptions and implementation difficulties create barriers to meeting the needs of struggling readers. In this informative presentation, Dr. Sunshine Moss will clarify key federal and state policies that govern the identification and instruction of children with dyslexia. Participants will walk away with a better understanding of both the letter and the spirit of the law and gain important insights into how teachers and parents can work together to improve the identification and instruction of children with dyslexia and other reading difficulties.
After the session, participants will be able to:
1. identify key federal and state policies that govern the identification and instruction of children with dyslexia;
2. understand the letter and the spirit of the law;
3. develop insights into improving the identification and instruction of students with dyslexia and other reading difficulties; and
4. identify ways to work together with teachers and parents to support student success.
About the Presenter:
Dr. Sunshine Moss is an educational consultant who specializes in connecting research, policy, and practice. She holds a master’s and doctoral degree in special education with a minor in research and evaluation from the University of Florida. Dr. Moss works closely with parents, educators, schools to interpret policy and implement evidence-based literacy practices. Dr. Moss has conducted statewide research on teacher knowledge of dyslexia and special education policy and has served as expert witness in litigation to protect the rights of children with learning disabilities in multiple districts within the state of Florida. As content developer for the UF Literacy Institute, Dr. Moss has assisted in the development of the UF Graduate Certificate in Dyslexia, UFLI Foundations curriculum, and the UF Dyslexia Hub. To address systemic literacy barriers, Dr. Moss co-founded the non-profit, Intersection Education, to support the education and well-being of children, families, and teachers through community partnerships that connect research, policy, and practice.
Professional Pathway Session:
The Writing Revolution: Explicit Writing Instruction in Service of Learning
Presented by Christine Teahan and April Laing
With the focus intensifying on evidence-based reading practices, it’s crucial that writing instruction is not excluded from the conversation. When students write about what they are learning, it improves their understanding of texts, deepens their thinking about content, and builds background knowledge and vocabulary. During our session, we will provide an overview and practice with the Hochman Method, an approach to explicit writing instruction that teachers can use in every grade and in all subjects.
After the session, participants will be able to:
1. understand how to focus on evidence-based literacy practices;
2. recognize research to practice principles for teaching writing conventions;
3. understand developmental phases of writing; and
4. practice explicit writing instruction to support student success across all literacy domains.
About the Presenter:
Christine Teahan, as Co-Director of Academics at The Writing Revolution, coordinates the development and maintenance of courses and workshops that support educators with implementing the Hochman Method. Among these, she developed Advancing Thinking Through Writing in STEM, Classroom Planning & Implementation, and several webinars for TWR’s Resource Library. Christine also collaborates on various programmatic projects and provides support and services to some of TWR’s high-impact partner schools. Before joining TWR, she served as a special education teacher specializing in students with dyslexia and other language-based learning disabilities; she taught middle school English language arts, math, science, social studies, and research writing. She holds an M.A. and a B.A. in special education, both from the University of Maryland.
About the Presenter:
April Laing is a senior faculty member at The Writing Revolution, where she develops resources, delivers courses, and collaborates with high-impact partner schools. With a background in ELA and social studies, her teaching experience spans NYC’s public, private, and charter schools. She holds an MS in Childhood Education and a BA in Mass Communication.
Parent Pathway Session:
Navigating Dyslexia Assessments: Insights to Empower Families and Teachers
Presented by Jesse Steif
This session is designed to demystify the most important aspects of the Dyslexia evaluation process for parents and educators. We’ll break down complex evaluation reports into plain language, making them accessible and understandable for all. Participants will also leave with clarity about the often confusing evaluation process used by public schools. Additionally, we’ll explore the similarities and differences between private and public evaluations, helping you make informed decisions. This session aims to provide you with the knowledge and tools to support your child’s or students’ educational journey with confidence and clarity.
After the session, participants will be able to:
1. identify key aspects of the evaluation process for children with dyslexia;
2. understand complex evaluation reports;
3. develop insights into private versus public evaluations; and
4. identify ways to support the education of a child or student.
About the Presenter:
Jesse Steif is the past president of The Reading League Florida, board member of The International Dyslexia Association- Florida Branch, and a Literacy Implementation Manager at the University of Florida’s Lastinger Center for Learning. He began his career in public education as an elementary teacher then school psychologist, conducting both public and private evaluations for language-based learning disabilities like Dyslexia. Jesse’s expertise ranges from intensive intervention and evaluation of individual students to creating systems that leverage research-based instruction for all students. He has dedicated his career to ensuring that all children maximize their literacy potential, regardless of circumstance.
Professional Pathway Session:
Harnessing the Power of Games
Presented by Jennie Farrant
Session participants will learn how to liven up their literacy lessons with engaging activities and games for classroom, small groups, and one-on-one instruction. Participants will leave with both printed and digital templates so, they can implement their new ideas right away!
After the session, participants will be able to:
1. understand how to identify aspects of cognition and behavior that affect reading and writing development;
2. identify and explain how environmental, cultural, and social factors contribute to literacy development;
3. understand how reading disabilities vary in presentation and degree; and
4. understand how and why symptoms of reading difficulty are likely to change over time in response to development and
instruction.
5. understand and apply in practice the rationale for multisensory and multimodal language-learning experiences;
6. adapt instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning.
About the Presenter:
Jennie Farrant, M. Ed., has worked with dyslexic learners using the Orton-Gillingham approach for many years in both a small group and one-on-one setting. In addition to her work with students, she provides teacher training and consultation services for schools desiring to implement structured literacy in their classrooms. Jennie helped start The Bridge at The Christ School, an OGA-accredited instructional program for dyslexic students in Orlando, Florida. She is a Fellow-in-Training with the Orton Gillingham Academy (OGA) and the owner of Illuminated Learning, LLC.
Parent Pathway Session:
Building Positive Parent-School Partnerships to Improve Outcomes for Students with Dyslexia
Presented by Lida Grillo
Dyslexia is a common learning disability that affects a significant number of students in schools worldwide. Building a strong partnership between parents and school districts is crucial for supporting children with dyslexia effectively. This presentation aims at empowering parents to foster strong parent-school collaboration by providing practical tips for communication and navigating IEP meetings.
After the session, participants will be able to:
1. identify key aspects of the evaluation process for children with dyslexia;
2. understand complex evaluation reports;
3. develop insights into private versus public evaluations; and
4. identify ways to support the education of a child or student.
About the Presenter:
Lida Grillo, M.Ed., the Elementary Coordinator for Exceptional Student Education at Volusia County Schools, has dedicated 31 years to supporting students with disabilities, including the implementation of supports and programs for dyslexia. She and her team design professional learning opportunities for administrators, parents, community members, and parents.
Facilitated Session:
Hopeville: How to Win the Reading Wars
Facilitated by Dr. E. Judith Cohen
You will not want to miss the movie screening of Hopeville: How to Win the Reading Wars! Hopeville’s Director Harvey Hubbell V sure didn’t surf his way through school. Growing up with dyslexia, Harvey faced numerous challenges. The worst? Learning how to read! And he’s nowhere near alone. America’s reading levels have steadily been on the decline. However, there’s a solution! Implementing evidence-based reading instruction across this country is the answer. We’ve talked to scientists, educators and parents and we have evidence to show, when using the right teaching methods, we can drastically change the course of literacy in America. We can’t ignore this issue. We must win the Reading Wars and change reading instruction for generations to come.
This isn’t just a movie. It’s a movement!
After the session, participants will be able to:
1. strive to act in the best interests of struggling readers, readers with dyslexia and other reading disorders;
2. maintain the public trust by providing accurate information about currently accepted and scientifically
supported best practices in the field;
3. support just treatment of individuals with dyslexia and related learning difficulties; and
4. understand that learning to read, for most people, requires explicit instruction.
About the Facilitator:
Dr. E. Judith Cohen recently retired from the Director of Clinical Experiences where she taught literacy courses in the Special Education Program in the School of Education and Human Development, at Florida International University (FIU), Miami, Florida. Previously, she was a classroom teacher and clinician at the McGlannan School for 20+ years, where she taught students with learning disabilities, dyslexia, and related language and reading disabilities. She is an accomplished author and has presented at numerous conferences and professional development workshops, both locally and nationally. Her research focuses on research-based strategies that promote student growth in language and literacy, particularly for students with dyslexia. Selected Publications:
• Cohen, E. J., & Brady, M. P. (2011). Acquisition and generalization of word decoding in students with reading disabilities using vowel pattern analysis and children’s literature. Education and Treatment of Children, 34, (1), 81-113.
• Cheyney, W.J., & Cohen, E. J. (2007). The Wright Skills Program: Grades PreK – 3. Chicago, IL: Wright Group / McGraw-Hill.
• Cohen, E. J. (2002). Fast Track Reading, Phonics Component. Chicago, IL: Wright Group / McGraw-Hill.
• Cheyney, W. J., & Cohen, E. J. (1999). Focus on phonics: Assessment and instruction. Bothell, WA: The Wright Group.
Facilitated Session:
The Challenges of Dyslexia: How Does It Feel? An Experience
Presented by Milaura Spelman
Individuals with dyslexia experience a constellation of symptoms that include unexpected difficulties with reading, spelling, and writing. These symptoms can make it difficult for a child to complete academic classwork and can make it difficult for an adult to complete certain work-related activities. In this session, attendees will participate in activities to understand the challenges that people with dyslexia may face. Included will be activities related to reading, writing, and spelling. Attendees will also learn evidence-based facts about dyslexia and suggestions for accommodations in the classroom.
After the session, participants will:
1. describe why reading aloud in a group is anxiety provoking for individuals with dyslexia;
2. describe why individuals with dyslexia may self-edit their writing even when they want to write more;
3. list three “myths” about dyslexia and provide evidence-based facts to refute those myths.
About the Presenter:
Milaura Spelman, MS-CCC/SLP, is a speech/language pathologist and a reading specialist, with over 20 years of experience working with children. She holds the ASHA certification and Florida licensure. She is an instructor in the Early Childhood Education program and the Communication Disorders program at the University of Central Florida. She is a Wilson Reading instructor and has completed Orton-Gillingham and Spell-Links education. These types of “Structured Literacy” methods are used for children that demonstrate reading and spelling deficits due to orthographic processing or phonological processing deficits-often our children with dyslexia.
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