2011 Spring Institute on Learning Disabilities | Landmark College Institute for Research and Training

Landmark College and Brock University co-hosted this 2011 learning disabilities conference event.

This conference offered workshops for educators, counselors, parents, and others who work with students with learning disabilities. Each hands-on session provided examples of best practices that support students with learning disabilities and AD/HD.
Intended Audience: Secondary and postsecondary educators, counselors and others who work with students with learning disabilities.

Dates: May 16-18, 2011
Location: Brock University, St. Catharines, Ontario

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Workshop Descriptions

Assessment (1/2-Day Workshop, May 16, 2011)

This workshop is intended to enhance your abilities to read and understand psycho-educational assessment reports. Learn how to use the information contained in an assessment report to better understand a student's learning profile. Enhance your skills in understanding assessment results to gain information about a student's strengths and needs. Use information gained through standardized testing to develop meaningful strategies to assist a student in the classroom. This workshop is intended for participants with some previous familiarity with standardized testing and experience reading psycho-educational assessment reports.

A Reading Strategy for Kurzweil 3000 (1/2-Day Workshop, May 16, 2011)

Many students with a learning disability in reading use Kurzweil 3000, but they haven't learned how to match its features with academic reading strategies (eg. SQ5R). This hands-on workshop will train participants to use this software in conjunction with a customized strategy for reading academic material.

Transitions (1-Day Workshop, May 16, 2011)

Transition to college is widely accepted as a key developmental task in our society, as postsecondary education becomes critical for life- long economic well being. Students who are considered to be at-risk are in particular peril of not receiving the supports needed to accomplish the transition from high school to college. This workshop will review the various meanings of “at-risk” and the different transitions strategies to support high school and college students across the varying domains of college student development. Participants will explore models of programming for senior year in high school and first year in college that support students in their transition to the postsecondary environment, investigate the importance of institutional climate in promoting success for at-risk students, and develop approaches for creating systems of support within their current institution, department or classroom.

Neuroscience of Teaching and Learning (2-Day Workshop, May 17-18, 2011)

This workshop is designed to provide participants with a deeper understanding of the neuroscience involved in the learning and teaching process. By engaging in hands-on activities to understand neurons, the brain, learning, perception and attention, memory and motivation, participants will reflect on how understanding the neuroscience of learning promotes effective teaching. With as many as 100 billion neurons in each brain capable of forming trillions of connections with one another, see how many new neural connections you can form just by participating in this workshop.

Universal Design and Strategies (3-Day Workshop, May 16 – 18, 2011)

Universal Design is a new paradigm which anticipates diversity in learners by creating instruction to be optimally useful and effective for the broadest range of individuals. This session will review common learning challenges as the basis for creating a framework of best practices for designing and delivering instruction. It will include resources and strategies to promote optimal learning and review a number of emerging technologies that may help close the gap between ability and disability. Specifically, we will cover strategies such as the Master Notebook and the use of manipulatives as a means for expression of content mastery.

Instructor: Alicia Brandon

Alicia Brandon, M.Ed., Lead Education Specialist

Alicia Brandon is a Lead Education Specialist at the Landmark College Institute for Research and Training. She holds an M.Ed. in Education from Antioch New England Graduate School, a B.A. in Psychology, and a B.A. in Communication Science & Disorders from the University of Vermont. Ms. Brandon joined the faculty of Landmark College in 1999 where she has served as a tutor, academic advisor to students, and classroom instructor teaching several courses in psychology, child development and education. Ms. Brandon served as Chair of Landmark College's Education Department for four years overseeing curriculum design and delivery for education courses, and first semester experience courses. She has served as project manager for a "Demonstration Disabilities Project" U.S Department of Education grant awarded to Landmark College to develop online professional development best practices modules in instruction to support students with learning disabilities and attention disorders in the community college setting. Before joining Landmark College, she was a Disabilities Coordinator for a Head Start program and a Head Teacher at a Vermont State residential program for children and adolescents with severe emotional-behavioral issues, learning disabilities and attention disorders.

Ms. Brandon has presented across the United States and in Canada, Japan, and Australia. Her areas of interest and workshop presentations include: Universal Design for Instruction (UDI); ADHD; Learning and the Brain; Self-advocacy; and Metacognition.

Instructor: Linda Hecker

Linda Hecker, M.Ed., Lead Education Specialist

Linda Hecker, M.Ed., has taught at Landmark College since its founding in 1985. Currently a Lead Education Specialist for the Institute, she has overseen teacher training programs, taught English, study skills, and music classes, and served as an academic advisor, Chair of the Tutorial Department, and Academic Dean. She received her M.Ed. from the University of Hartford and her B.A. from Brandeis University. Ms. Hecker has presented workshops, courses, teacher training programs, and/or keynote speeches at dozens of institutions and conferences. Recent talks spotlight venues as diverse as the Smithsonian Museum, George Washington University, Chicago Public Schools, and the American Community School, Athens, Greece. She lives in Guilford, Vermont, and is an avid freelance violinist.

Karen Csoli

Karen Csoli has a PhD in curriculum, teaching, and learning and is an Ontario Certified Teacher. She has been working as a Learning Strategist for students with learning disabilities at Brock University for 9 years, and she teaches part-time in the Concurrent Education Program.

David Standish

David Standish has been working at Brock University as the Assistive Technologist for 9 years. He graduated from Brock with a Bachelor of Science degree in Computer Science, completed a certificate in Assistive Technology through Cambrian College, and is a certified Read & Write trainer.

Patricia Muchynski, M.Sc, C. Psych Associate

Trish provides assessment, counselling and consultation services specializing in disorders of learning and their impact on the individual. She celebrates twenty years of assisting children, adolescents, adults and families presenting with a wide variety of needs through her work in school boards, children’s mental health services and post-secondary settings. Trish is registered to practice psychology in Ontario and New York State.

Evening Activities

Participants have the option to participate in the following evening activity options:

Carving the Path to Success: 2011 Spring Institute on Learning Disabilities