Lifelong Adult Education Services, Inc.

Serving people with disabilities since 1993

ELLIOTT: The term “Dyslexia” has no value; STEIN: Yes it does!

The Daily Beast headline is a tad over the top:Your Kid’s Dyslexia Diagnosis Is B.S.

According to Professor Elliott: “Dyslexia” has become a catch-all term for everything from poor reading skills to complex speech disorders. It’s poorly understood and largely over-diagnosed. Is it time to retire the word “dyslexic”?

For more on Elliott’s viewpoints on dyslexia, be sure to read his book, published this month: The Dyslexia Debate by the Cambridge University Press. It is exceptionally well supported with research (if you don’t agree with the article, at least read the References section… its about 75 pages!) and the actual premise (not the one the press is making up so they an start a brawl) is sound. All learning disorders are not “Dyslexia.” That’s simple enough. And it is a true statement. The solution to the problem is lose the term. That’s a little crazy, but lets go with that anyway. Gary’s definition: Dyslexia is a phonological processing disorder that disrupts the ability to understand sound-symbol relationships and this affects reading comprehension, rate and fluency. If everyone agreed with this, there would be no problem

Dr. Stein says it does exist:

About this talk: Professor John Stein refutes the argument put forward by Professor Julian Elliot that dyslexia does not exist. He also considers how the definition of dyslexia could be tightened. About the speaker: John Stein is a professor of neuroscience in Oxford University Medical School. He is particularly interested in the auditory and visual perceptual impairments suffered by dyslexic children.

Doctor: ADHD Does Not Exist

Originally posted on TIME:

This Wednesday, an article in the New York Times reported that from 2008 to 2012 the number of adults taking medications for ADHD increased by 53% and that among young American adults, it nearly doubled. While this is a staggering statistic and points to younger generations becoming frequently reliant on stimulants, frankly, I’m not too surprised. Over my 50-year career in behavioral neurology and treating patients with ADHD, it has been in the past decade that I have seen these diagnoses truly skyrocket. Every day my colleagues and I see more and more people coming in claiming they have trouble paying attention at school or work and diagnosing themselves with ADHD.

And why shouldn’t they?

If someone finds it difficult to pay attention or feels somewhat hyperactive, attention-deficit/hyperactivity disorder has those symptoms right there in its name. It’s an easy catchall phrase that saves time for doctors to boot. But…

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ReBlog: The Myth That “ADHD Doesn’t Exist”


Friday, March 7, 2014

The Myth That “ADHD Doesn’t Exist”

guest post by Mary V. Solanto, PhD
Recently, there has been much attention paid to an article entitled “ADHD Doesn’t Exist” that appeared in a number of major U.S. publications, based on a book of the same name just published by Richard Saul, MD. Dr. Saul, who describes himself as a behavioral neurologist, makes his point by describing cases of children who came to him exhibiting signs suggestive of ADHD (difficulty concentrating, poor academic work etc), but who turned out upon closer examination to instead have a learning disorder, anxiety, impaired vision, or even bipolar disorder. His implication is that all children who are referred for attention or behavior problems will be found instead to have another condition that accounts for their symptoms. Abundant evidence indicates otherwise.
Any reputable, knowledgeable mental health practitioner will take care to rule out these alternative conditions as the exclusive or primary cause of a child’s attention or behavior problems before diagnosing ADHD. But after other possible disorders are ruled out, a significant number of children meet the formal criteria for ADHD, as described in the Diagnostic and Statistical Manual. These are: (1) symptoms of inattention and/or hyperactivity-impulsivity that are extreme for the child’s age; (2) that occur both at home and at school; (3) with clear evidence that the symptoms reduce the quality of the child’s social, academic, or occupational functioning; (4) that are chronic, starting before age 12 and lasting at least 6 months; and (5) are not explained by another disorder.
Evidence that ADHD is a real disorder—and specifically a brain disorder—comes from several major sources. Neuroimaging has demonstrated that children with ADHD show (a) structural size differences in relevant brain areas and (b) less activation of brain regions that control attention, impulses and motor activity, organization, and planning, and that many of these differences persist to adulthood as well. Finally, family studies indicate that the condition is highly heritable and point to a genetic predisposition in the great majority of cases.
The unfortunate impact of this and other publications that are not fact-based is that they add to the stigma of ADHD and hinder the diagnosis and treatment of thousands of people who do have ADHD, and whose lives would be significantly improved with treatment.

GED changes, controversy, competition


According to the New York Times, the new GED test coming in 2014 will be harder for young adults to pass. Teachers seem more afraid of the new test than their students, as they need to consider how to teach new content rather than continue using the tried and true curricula of the past. Change is good. Raising the bar and modernizing a test to match new and modern educational standards and delivery technologies cannot help but raise instructional quality among adult educators, many of whom have no required standards, certification or licenses for teaching. As to the competition of new equivalency tests with the publishers of the GED, market competition leads to higher quality products and lower prices overall. The content will be pretty much the same… These are normed, criterion referenced tests… What a high school graduate is supposed to be able to do academically does not change much from school to school, and will be similar across tests. Here’s the NYT article.

Raising the G.E.D. Bar Stirs Concern for Students


Educators worry that new standards in January will make it harder for young adults to pass the high school equivalency exam.

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deep within myself


An exceptional site for all to get an idea of what it is like to be female and have Asperger’s.

Originally posted on Everyday Asperger's:

I want to please you. I want to be ‘normal.’ I want to come out of my shell and fit in. I want you to see me in all my glory and love me in my completion. I want to be all you ever wanted and needed.

I hear, from deep within myself.

I want to dance like no one is watching. Believe no one is watching, and spin and spin without a care in the world. I want to be free. Open to all without fear of over-exposure.

I cry, from deep within myself.

Why is it that my existence seems so different and locked up? A prisoner without a key? Why must I continue to pace, one corner to the next, chiseling away at invisible barriers?

I pound, from deep within myself.

I am tired of waking up to me. This sameness unaltered in every way—still tired. Still…

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Keys to Academic Success for ADHD College Students

Keys to Academic Success for ADHD College Students

Learning how to get organized, study hard, and stay ahead academically is as essential as reading Shakespeare for ADHD college students.

By Michael Sandler

College Is a Whole New World

Even if you sailed smoothly through high school, don’t be surprised to encounter choppy seas at college. Now it’s up to you to impose the structure, discipline, accountability, and organization needed for academic success.  At the same time, you’re nose-to-nose with an ADDer’s biggest challenges: term papers and final exams.  Follow these tips to help you stay the course.  MORE…

Brain scans may help diagnose dyslexia – MIT News Office

Brain scans may help diagnose dyslexia – MIT News Office.

Brain scans may help diagnose dyslexia

On the left, the arcuate fasciculus is highlighted in the brain. On the right, the colors of the arcuate fasciculus indicate the level of randomness of water diffusion within the structure, which reflects the integrity of white matter tracts and fiber organization. Higher fractional anisotropy (FA) scores indicate higher tract integrity. The MIT team found that those values correlated with scores on a verbal task known as blending words (BW).

Video games a hot topic!

Denver redevelopment sets new standards for community engagement & analysis | Kaid Benfield’s Blog | Switchboard, from NRDC


Originally posted on Test Center at Lifelong AES Inc.:


Denver, Colorado – Lifelong AES Inc. has signed an agreement with Pearson VUE, the computer-based testing (CBT) business of Pearson, to test candidates pursuing key industry certifications from leading IT programs, such as Cisco, CompTIA, EMC, HP, LPI, Oracle and VMware.

Pearson VUE believes testing and certification is at the heart of the learning experience, and Lifelong AES will play its part by offering accessible and secure testing to candidates.

Pearson VUE’s advanced system administers exams on behalf of hundreds of businesses, boards and organizations around the globe through the world’s largest most secure test center network. The system enables candidates to register and reschedule their tests online or through a Pearson VUE call center.

“We’re very excited about our new partnership with Pearson VUE,” said Gary Macdonald, Ph. D. “The Pearson VUE Testing System is the most powerful available and gives us unparalleled control and flexibility over our ability…

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