2009 Abstract Submission Specifications

ABSTRACT SUBMISSIONS ARE NOW OPEN
Abstract Submission will be open January 12 - February 13, 2009

60th Annual IDA Conference
November 11-14, 2009
Walt Disney World Swan & Dolphin Resort
Orlando, Florida

The International Dyslexia Association (IDA) is a scientific and educational nonprofit organization concerned with dyslexia and related language and learning difficulties.  The IDA Annual Conference focuses on the latest advances in these and related fields.  IDA is interested in a broad spectrum of research and practical presentations along these lines.  The objective of the conference is to bring up to date information to a diverse audience that includes educators, researchers, physicians, psychologists, social workers, speech language pathologists, administrators, parents, persons with dyslexia, and others.

ONLINE SUBMISSION SYSTEM
All submissions for presentations at the 2009 IDA Conference must be made on-line.  In order to complete the application, go through each step of the process screen-by-screen. The information provided will be used to evaluate each submission and, if accepted, for inclusion in the 2009 Conference Program.

Thank you for taking the time to submit a proposal.  We look forward to making the 2009 Annual Conference better than ever.                          

PRINT submissions specifications         

CLICK to proceed to Online Submission System   [THIS LINK IS LIVE ON MONDAY, JANUARY 12, 2009]

GENERAL SUBMISSION PROCEDURES 
Please read and follow all instructions.  Failure to do so will prevent your submission from being reviewed.

PRESENTATION TYPES
For each submission, the submitting author will be asked to choose a Type of Presentation. The four Oral Presentation Types differ based on their duration and hence the depth and breadth by which a particular topic can be covered. The Conference Program is structured on an hourly schedule with short intermissions to allow our attendees to move between presentations. Please be sure that the proposal matches one of these Presentation Type Formats prior to proceeding with the submission process.

PRINT presentation types 

Interactive Presentations
Poster Presentation – 2 hours (PP)
Free standing poster display boards are provided for the authors to present their information with an opportunity for maximal interaction with the audience. Poster presentations can be on any relevant topic and are often research based.  Details (i.e., size, style, etc.) about poster presentations are provided to the author after acceptance of his or her poster proposal.

Panel Discussion – 2 hours; NO break (PD)
This venue is intended for a Panel Presentation with a Chair or Moderator and three to four panelists.  This is an interactive forum that encourages conversation among the panelists as opposed to a lecture setting.

Oral Presentations
Standard Presentation – 1 hour, NO break (SP)
This venue is intended for detailed information delivered by an individual presenter or by two Presenters speaking jointly on one topic.

Extended Presentation – 2 hours; NO break (EP)
This venue is intended for detailed information delivered by one or two presenters. The subject matter should deal with complex information or be applied in nature.  In the case of two presenters, the information provided should be highly integrated.

Half Day Symposia – 3 hours; 10 minute break built in (HS)
This venue is intended for multiple perspectives of a particular topic that deals with complex information or is applied in nature. The Symposium is moderated by the Symposium Chair and includes four Presenters.  The Chair will provide an introduction to the topic that will be addressed by each of the presenters from a different perspective.  The Symposium will conclude with Discussion/Question and Answer period lead by the Symposium Chair.   The time frame for a Half Day Symposium will be:              

 Full Day Symposia – 8 hours; two 20 minute breaks built in plus 90 minute lunch (FS)
This venue is intended for multiple perspectives of a particular topic that deals with complex information or is applied in nature. The Symposium is moderated by the Symposium Chair and includes seven Presenters.  The Chair will provide an introduction to the topic that will be addressed by each of the presenters from a different perspective.  The Symposium will conclude with Discussion/Question and Answer period lead by the Symposium Chair.   The time frame for the Full Day Symposium will be:

CATEGORIES                                
The submitting author will be asked to indicate a Level, Track and Theme for each submission.  The Level is based on the audience that is best suited to receive the presentation.  The Track helps to identify how to categorize the presentation in the program.  Further, the Theme helps to advertise specifically what the presentation will cover for the conference attendees.

PRINT submission categories 

ABSTRACT FORMAT
The submitting author will be asked to submit an abstract that includes details under the following subheadings.

Purpose and Rationale
The proposal must clearly describe the purpose and logic behind the presentation submitted. Where appropriate, citations of supporting research should be included.  Practical sessions must reference literature that directly or, at a minimum, indirectly supports the methods to be presented.

If the proposal aims to convey a story of personal experiences with dyslexia, the rationale must be strong and, if possible, provide references for support.

Methodology
Methodology is particularly applicable to presentations that pertain to research or specific studies performed by the author. The methods of data acquisition should be described in sufficient detail for reviewers and other readers to understand.

Proposals dealing with more applied work, or proposals that focus on issues other than research, should include a description, for instance, of the teaching instruction or therapeutic methods used, the manner by which information in the presentation was acquired, etc.

Results and Conclusions
Presentations of original research should present study results and conclusions drawn from these results. All proposals, research, practical or personal narrative(s), should summarize the potential relevance and meaning of information to be present. For example, how might this information be interpreted? How does this information apply or hold significance for literacy and reading disabilities?

PROFESSIONAL DEVELOPMENT
IDA is committed to offering quality Professional Development/ Continuing Education programs.  In keeping with the guidelines of both the American Speech-Language Hearing Association and the Accreditation Council for Continuing Medical Education, IDA Annual Conference sessions are evaluated based on the information submitted during the submission process.  This proposal, if accepted, may qualify to offer attendees ASHA Continuing Education Units (CEUs) through the American Speech-Hearing Association or . Please select the Learning Outcome that most closely relates to the proposal. 

All submitting authors must select at least one Learning Outcome for each proposal from the list provided or is required to create a Learning Outcome in the space provided on the form.

Learning Outcomes for 2009

• ADD/ADHD: Determine the differences between ADHD and dyslexia as it relates to language learning interventions.
• ADD/ADHD: Identify characteristics of students with ADHD and/or potential interventions as it pertains to those with language learning disabilities.
• ADULT: Recognize the various speech/language issues of adults who have dyslexia and other language learning disabilities.
• ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities.  
• ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
• ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.
• ENGLISH LANGUAGE LEARNER: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia. 
• HANDWRITING/WRITTEN LANGUAGE: Examine the importance of legible and fluent handwriting in order to make gains in reading, spelling and writing. 
• HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
• MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
• MORPHOLOGICAL INSTRUCTION: Analyze teaching higher level reading and vocabulary development through Morphological Awareness instruction.
• MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL). 
• MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.   
• SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities. 
• READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension. 
• READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
• RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
• RESEARCH: Examine neurobiological research findings and relationships to dyslexia and other related language learning disabilities.
• TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing African American students who have learning disabilities/dyslexia and the importance of cultural competence for those who teach them language related skills.
• TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.  
• TEACHING/INSTRUCTION/INTERVENTION: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.
• TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
• TEACHING/INSTRUCTION/INTERVENTION: Assess the critical issues of adolescent literacy including the nature of the problem, differentiated language needs of students, and effective instructional solutions (principles and practices.)
• TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.
• TEACHING/INSTRUCTION/INTERVENTION: Examine issues related to delivery of effective language instruction for students with dyslexia and other language learning disabilities in public and/or private schools. 
• TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency. 
• TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom. 
• TEACHING/INSTRUCTION/INTERVENTION: Utilize advanced training in language and literacy to meet the needs of learners with language-based challenges in both specialized and general education settings.  
• TECHNOLOGY: Access potential applications of language based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.  
• TECHNOLOGY: Evaluate what technological competencies high school students with language learning disabilities need to master before continuing on into higher education.  
• NONE OF THE OUTCOMES LISTED REPRESENT THIS PRESENTATION: *Please write your own Learning Outcome for consideration.

REVIEW CRITERIA FOR ALL SUBMISSIONS
The abstract provides the basis for the review process. For accepted proposals, the authors have the option to have their full abstract included in the On-Line Abstract Book, where it will be available during and after the conference.

It is the policy of IDA to keep private the content of reviews and the names of reviewers. Specific reasons for proposal rejections will not be shared with the submitting authors. IDA seeks a balance of topics and types of sessions. Relevance of the topic, quality and clarity of design, use of literature, and a clear description of the outcomes will be primary factors in the selection process. Because the conference must appeal to a diverse audience, decisions about acceptance may also be based in part on the number of proposals submitted on a given topic, and the need to achieve a balance that will appeal to the audience. The Program Chairs and Conference Program Committee reserve the right to decide the length of sessions if circumstances warrant and have the prerogative to assign venue alternates to those originally chosen by the author(s). Acceptance of a proposal may be contingent upon these changes.

Each proposal will be reviewed on the basis of the following criteria:

1. Is the proposal written clearly?
2. Is the author qualified to make this presentation?
3. How well did the author use literature and/or existing sources of knowledge to support ideas and concepts that are being presented?
4. Is this topic relevant for IDA's audience?
5. Did the authors use the appropriate methodology? *only relevant for submissions to Research Track
6. Are the conclusions supported by the findings? *only relevant for submissions to Research Track
7. Overall Impression of Proposal?
8. Suggested Session Type, Track, Theme & Level

A proposal may be rejected automatically if:

• It is poorly written.
• It does not provide supporting literature, references and/or rationales.
• It promotes commercial materials or programs.
• It fails to meet criteria included in the guidelines, is submitted after the deadline, and/or is incomplete.
• Any presenter fails to divulge their financial interest in the subject of their presentation (e.g. denoting product presentation on the Proposal Submission From).
• The content does not relate to broad concepts of dyslexia or related disorders, or topics of interest to the conference audience.

DISCLOSURE OF CONFLICT OF INTEREST
IDA conference sessions are NOT appropriate venues for specific purposes of advertising commercial products or services. When a presenter has a financial interest in a specific product or service, presentations of the theory, methods and/or techniques underlying that product are appropriate for presentation, provided that the session is listed as a “Product Presentation”, and the presenter discloses their financial relationship to the research or product being presented.

Specifically, all speakers are required to explicitly disclose to session participants, orally and on any written materials distributed, at the onset of their presentation, any financial interest in any product, instrument, device, service, or materials discussed, as well as the source of compensation related to the presentation. All presenters (oral or poster presentations) are expected to disclose to the audience any significant financial interest or other relationship that they or a member of their family may have with (1) manufacturer(s) of any commercial products and/or service provider(s) to be discussed in an educational presentation; and (2) any commercial supporters of the activity (significant financial interest of other relationship can include such things as grants or research and/ or travel support, employee, consultant, major stock holders/ ownership of stock, member of speakers bureau, board member, honorarium, etc.)  A slide or other visual containing this information is required.  Completion of all questions addressing potential conflict of interest associated with a submission is required. For submissions that involve multiple presenters it is the responsibility of the Submitting Author to furnish this information for all participants during the online submission process. If the information is incomplete, the proposals will not be considered for review.

IDA presenter(s) are not permitted to promote, take orders for commercial materials/products, distribute sales brochures, or sell to conference participants before, during or after their presentation (except at a booth in the exhibit hall). A presenter may refer to his or her products in a reference that accompanies a handout and/or mention that the material is available in the exhibit area, provided that the session is noted in the program as a "Product Presentation." Presenters may refer to published materials in which they have NO financial interest without the session being designated as a product presentation. The IDA Program Committee reserves the right to reject proposals that do not follow these guidelines. 

This intent of this disclosure is not to prevent a speaker with a significant financial or other relationship from making a presentation, but rather to provide listeners with information which cannot be considered to be bias.

 **For more information on exhibiting at the conference, please contact Kristen Penczek at 410-561-6411 or kpenczek@interdys.org.

RECOMMENDATIONS FOR ACCEPTED PRESENTATIONS
Please use PowerPoint Font Sizes 36 or greater for large audiences. Try to limit the amount of text per slide and the number of points presented on any one chart. Handouts that include copies of slides are appreciated by attendees and if accepted, you will be asked to submit your slides in PowerPoint format to the IDA. Please be sure to make your AV needs known by the deadline set prior to the conference.

*IDA is unable to provide large screen TV monitors, VCRs, laptops or computers.

SUBMISSIONS       CLICK TO PROCEED TO ONLINE SUBMISSION SYSTEM   [THIS LINK IS LIVE ON MONDAY, JANUARY 12, 2009] 

Once you have read these specifications, please proceed with the Online Submission System.  All submissions must be made online.

Online Submission will be open January 12 - February 13, 2009  

If you have any questions, technical problems or if you require special accommodations, please contact: