Questions: |
| 1) |
Why was the Association formed?
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| 2) |
Who formed the original ALTA group?
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| 3) |
Is the intent of ALTA to narrowly define its membership? |
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| 4) |
Do academic language therapists support other dyslexia and learning disability related organizations? |
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| 5) |
Is ALTA an Alphabetic Phonics group only? |
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| 6) |
Is everyone in ALTA trained in Alphabetic Phonics? |
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| 7) |
Does ALTA provide teacher training? |
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| 8) |
How were the curriculum requirements determined?
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| 9) |
Does ALTA dictate the curriculum of accredited centers and programs? |
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| 10) |
Is ALTA a group of Texas dyslexia specialists? |
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| 11) |
Are there plans to expand ALTA Center Affiliates? If so, why? |
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| 12) |
What is the usual process for membership in ALTA? |
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| 13) |
How would a center, interested in affiliation with ALTA, go about the affiliation process? |
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| 14) |
What are ALTA dues and fees? |
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| 15) |
What if I want to know more about ALTA? |
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Answers:
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| 1) |
Why was the Association formed?
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The Association was formed for two reasons. First, and most important, the mid-eighties saw great strides in the recognition of dyslexia and written-language disorders. Individuals who had been working with people with dyslexia for many years began to see an influx of inadequately prepared service providers. It was felt that a professional organization would help dyslexia specialists establish and maintain high standards of professional preparation and practice, better protect the interests of clients, and more adequately promote the professionals' interests. Secondly, from 1962 through 1985, the commonly used professional term for dyslexia specialists in Texas was 'language therapist'. In 1985, a complaint was filed with the Texas State Committee of Examiners for Speech-Language Pathology and Audiology objecting to the dyslexia specialist's use of the professional title 'language therapist'. This gave the impetus for defining and delineating the specific meanings of oral and written-language disorders and for clearly separating the two professional designations with the formation of a distinct profession for the written-language disorders specialist.
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Return to Question 1 / top
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| 2) |
Who formed the original ALTA group?
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In 1985, sixty-five people met in Dallas, Texas, to discuss the legal ramifications of the events noted above. The consensus of the group was that written-language disorder specialists should take the professional title 'academic language therapist' to clarify the parameters of their specialization and that an interim committee be formed. The interim committee was charged by that group with the task of creating the charter, by-laws, and mission for a professional association. Within five months the AcademicLanguage Therapy Association was chartered and the first annual meeting was held.
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Return to Question 2 / top
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| 3) |
Is the intent of ALTA to narrowly define its membership? |
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From the beginning ALTA has been broadly inclusive within its professional parameters. According to the by-laws anyone with substantial and comprehensive Orton-Gillingham based training (meaning a minimum of 150 class-hours and 700 practicum/intern hours based on the multisensory, structured, sequential remediation research and practices of Dr. Samuel T. Orton and Anna Gillingham) is eligible for membership in ALTA. However, the association membership is narrow in that it is restricted to individuals with highly specialized, extensive training in multisensory, structured, sequential language-based therapy practices and procedures rather than broad-based, generic special education training.
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Return to Question 3 / top
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| 4) |
Do academic language therapists support other dyslexia and learning disability related organizations? |
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In addition to their professional organization, academic language therapists typically affiliate with other dyslexia/LD related organizations, such as Council for Exceptional Children (CEC). Center Affiliates in addition to encouraging membership in ALTA, encourage membership in other organizations which promote the larger interests of the dyslexic/LD individual, such as Learning Disabilities Association (LDA), National Center for Learning Disabilities (NCLD), and The International Dyslexia Society (IDA).
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Return to Question 4 / top
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| 5) |
Is ALTA an Alphabetic Phonics group only? |
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Some of the ALTA Accredited Centers do use the Alphabetic Phonics scope and sequence and Alphabetic Phonics as their curricular base. Other centers do not. The only requirement is that all ALTA Center Affiliates use a comprehensive Orton-Gillingham related program as the curricular base.
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Return to Question 5 / top
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| 6) |
Is everyone in ALTA trained in Alphabetic Phonics? |
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Not necessarily. ALTA encourages cross training and multiple certifications. There are roughly 10 to 15 curricula, which are widely used and known to be appropriate for dyslexia and related written-language disorders. Alphabetic Phonics is one of those curricula.
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Return to Question 6 / top
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| 7) |
Does ALTA provide teacher training? |
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ALTA does not provide teacher training. The ALTA Accredited Centers have programs, and ALTA attests to their adherence to the minimum standards as described in the "Guidelines for Teacher Training Centers". ALTA does provide educational seminars to assist members with ALTA Continuing Education requirements.
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Return to Question 7 / top
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| 8) |
How were the curriculum requirements determined?
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The Interim Committee canvassed multiple therapist training programs, numerous program syllabi, and the educational guidelines of other professional associations, it solicited the suggestions of interested individuals and professional consultants. The current ALTA guidelines for comprehensive training are an amalgamation of this original input. However, the guidelines are dynamic, regularly reviewed, and change in response to substantiated research findings and the profession's response to expanding knowledge regarding written-language disorders.
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Return to Question 8 / top
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| 9) |
Does ALTA dictate the curriculum of accredited centers and programs? |
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ALTA does not determine or dictate curricular content at this time. The only specified requirements are the basic minimum requirement of 150 hours of Orton-Gillingham based curriculum covering 7 competency areas, 700 teaching hours, demonstration of therapy competency, written reports and a registration exam as required by Article III, Section 2(a) and (3) of the Bylaws. The ALTA Centers Council, composed of at least one representative from each ALTA Center Affiliate (CA) determines the curriculum content and academic standards of programs.
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Return to Question 9 / top
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| 10) |
Is ALTA a group of Texas dyslexia specialists? |
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ALTA has membership in thirty-four states and in England. Because Texas is a very large state, because ALTA began in Texas, and because Texas has long had multiple training sites for dyslexia specialists, it naturally has a large professional pool for membership.
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Return to Question 10 / top
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| 11) |
Are there plans to expand ALTA Center Affiliates? If so, why? |
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The ALTA Executive Board and Past Presidents Council is working to broaden its membership base The Board of Directors feel that with the re-authorization of PL 94-142 and PL 101-476 (IDEA), and the many other issues facing the field of dyslexia, it is especially important, now, for us to have a recognized profession of Certified Academic Language Therapists in order to assure and maintain standards of education and professional services for those with dyslexia and related written-language disorders.
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Return to Question 11 / top
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| 12) |
What is the usual process for membership in ALTA? |
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Individuals are eligible to apply for membership in ALTA to become a Certified Academic Language Therapist once they have completed a program at an ALTA Accredited Center or have completed an Orton-Gillingham based program which complies with the guidelines as written in the Bylaws. All applications for membership must be signed or authorized by the individual's training center. After credentials are verified, the applicant is a candidate to take the registration examination, successful completion of which is the final step in the membership process, and must be accomplished before a therapist can use the designation Certified Academic Language Therapist (CALT). Annual renewal of membership is required in order to maintain CALT status. Student members have no requirement other than student status within an accredited center's program.
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Return to Question 12 / top
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| 13) |
How would a center, interested in affiliation with ALTA, go about the affiliation process? |
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Centers wishing to affiliate with ALTA to become an Accredited Center notify the Centers Council to request an application. Refer to the Accredited Centers section of this website or call the national ALTA office.
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Return to Question 13 / top
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| 14) |
What are ALTA dues and fees? |
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At this time ALTA has three dues categories. Student dues - $30, Active Members - $60, and Qualified Instructor - $80. When student members move to Active status, they pay a fee to take the registration examination. Plans for expanded Association activities and additional services including local chapter development, political action committee, public awareness campaign, and national level philanthropic activities will necessitate small and gradual increases in the dues.
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Return to Question 14 / top
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| 15) |
What if I want to know more about ALTA? |
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If you have additional questions or would like to communicate directly with someone from ALTA, use the online comment form, or the Online Helpline/Hopeline E-mail Link. You may also call the Toll Free Helpline/Hopeline, 1-866-283-7133.
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