G Emerson Dickman III

Presentations in 40 States, Hong Kong, Sao Paulo, England, Prague:

• Demystifying Dyslexia.

Students with reading disorders make up to 85% of all children classified as having a Specific Learning Disability. Dyslexia is the most common reading disorder. What the heck is a learning disability? What the heck is dyslexia? What the heck can be done? Unless we know the answers to these questions parents and educators will be confined in a Tower of Babel where communications are unintelligible expressions of anxiety and frustration promoting conflict instead of collaboration. What is needed is a common understanding upon which meaningful communications can be based.

• LD: The Emotional Consequences of Delayed Intervention

Research indicates that different LD profiles vary significantly in the severity of risk for developing emotional problems. Unless the term learning disability is understood and intervention is provided in a timely manner, prevention will be prevented, and the special education community will continue to be relegated to cleaning up the mess. Timely intervention holds promise for many who would otherwise fall through the cracks. The ultimate benefit to the child and society is to prevent need, not postpone help!

• Nine ways to Avoid Conflict and Improve Outcomes for Children.

Overcoming barriers to effective collaboration and reaching consensus is the foundation upon which mutual commitment to a child’s success depends. School district professionals and parents need to understand the interpersonal dynamics that impede effective communications and value the strategies necessary to earn trust and reduce conflict by clarifying expectations, roles, and responsibilities.

• Learning Disability: What the Heck is It?

Unless the term learning disability is globally understood, prevention will be prevented and the educational community will continue to be relegated to cleaning up the mess. Reaching a consensus regarding a conceptualization of what constitutes a Learning Disorder will create opportunities for early preventative services and holds promise for many who would otherwise fall through cracks and be required to fail. The ultimate benefit to the child and society is to prevent need, not postpone help!

• The Role of Genetic Expectancy in the Psychopathology of Children Who Are Adopted: A Case for Open Adoptions.

Adoptees are significantly overrepresented among children experiencing severe behavioral and emotional difficulties in adolescence. Genetic Expectancy is a theory of who we are based on knowledge of our biological ancestors and relatives. The lack of genetic expectancy plus significant cultural salience of genetic influences on identity equals dioristic vulnerability. That characteristic which is “distinguishing, distinctive, and defining” (dioristic) about a child who is adopted.

• RTI – The Role Of Parents: Empowerment as the Cure For a Crisis Of Confidence

The Aptitude/Achievement Discrepancy formula has spawned practices that are “disinviting to parents” and have caused parents to be increasingly disempowered as participants in their child’s education. RTI, as it is envisioned, is a potential cure for the systemic ills that are responsible for this crisis of confidence.

• Special Needs Estate and Person Centered Planning

Planning for the future of your child with special needs requires expertise. Wills, Trusts, Social Security, Medicaid, etc., all of these are areas that are interrelated and can affect your child’s economic and emotional wellbeing when you are no longer able to provide. Should you have assets in your child’s name? This and other questions, such as whether or when a guardian is appropriate, are some of the subjects covered in this workshop.

 

Publications and Articles:  Numerous articles and published papers, available on request.