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 Landmark College and Greenwich Education and Prep at the Whitby School hosted a successful learning differences conference in March 2010.
Educators, counselors, parents, and others who work with students with learning disabilities attended hands-on sessions that provided examples of best practices in supporting students with learning differences, including learning disabilities and AD/HD. Keynote speakers addressed current issues in education related to transitions and neuroscience.
Read about our upcoming workshops and institutes.
Keynote Addresses
Thursday, 3/11
To Holland and Back: Travels and Transitions
No matter when parents discover that their child has a learning difference,
they find themselves facing novel challenges for which they have had little
preparation. Like anyone would do after landing in the wrong foreign
country, they scramble to find the guidebooks that will soften the landing
and help them get their bearings. Many end up changing their headings
permanently, opting for a whole new career in uncharted waters. Such was the
journey of Nancy Grejtak, who, after grappling with legal and education
hurdles she faced when trying to provide her son with appropriate special
education, decided to become a special education teacher, and later a
special education administrator. She'll share her story with a focus on
transition planning, viewing it as a critical component not just for the
child, but for parents as well. Along the way, she'll also provide insight
on the world of special education, from the trenches, and with commentary on
critical issues in the field today.
Presenter: Nancy Grejtak, MA, MBA. Director, Special Education.
Before joining Greenwich Education and Prep, Nancy served as the Director
of Pupil Services in the Los Altos School District. In that capacity,
Nancy was responsible for administration of both the special education and
psychological services programs for the district. She developed a
comprehensive autism support program for her constituency, and spearheaded
collaborative practices between parents and district staff. Prior to that,
Nancy taught students with learning differences as a Resource Specialist and
Inclusion Specialist in Sunnyvale School District for nine years. Both of
Nancy's children exhibited special learning needs, which led her to change
her career from high tech business to education. She received her Masters
in Special Education from Santa Clara University, where she also taught in
the graduate special education program.
Friday, 3/12
Empowering Students through Neuroscience: How Understanding your Brain
can Optimize your Academic and Psychological Fitness
From utilizing brain-based learning strategies to implementing healthy sleep, nutrition and exercise patterns, students can learn how to train their brains for optimal functioning. All students, and particularly those with learning differences and co-occurring emotional-behavioral needs, can benefit tremendously from harnessing the power of their minds, understanding how brain structure impacts function, and how the plasticity of the brain impacts changes in our cognitive, behavioral, emotional and social functioning over time. From academic skill development to emotional regulation, students who can recognize and understand the complex interplay of their unique physiology and psychology can translate this knowledge into academic and social success!
Presenter: Tammy Moscrip, Ph.D., MSW. Director, Clinical Services.
Tammy earned her doctorate in Psychology (cognitive neuroscience focus) at
Columbia University. Given Tammy's educational and research background in
cognitive psychology, she is particularly interested in the intersection of
the brain, cognition and behavior. Her current work with students allows
her to integrate her knowledge of neuroscience and learning theory to help
students develop cross-disciplinary skills and strategies that address
short-term goals for academic success, as well as long-term goals that
involve essential life skills such as organization, time management,
confidence-building and self-regulated learning. Her approach utilizes a
strengths-based teaching methodology that recognizes the unique
socio-cognitive-behavioral profiles that shape individual students' learning
styles.
Workshops
Universal Design
This workshop will review key principles in universal design for instruction (UDI). Participants will review the research investigating factors that prohibit academic success, experience barriers to learning and how UDI addresses these barriers and view samples of student work representing UDI methods.
Presenter: 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. AD/HD and Executive Functioning
This workshop explores the theoretical basis for AD/HD and executive functioning challenges at school and home, providing educators with insights for designing effective interventions that promote academic success. Participants will develop a repertory of strategies for meeting the challenges of time and task management, with a focus on efficient study routines and a coaching approach to student metacognition and self management.
Presenter: 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. Language-based Learning Disabilities
This workshop will review the nature of language based learning disabilities and the challenges they create for students. It will emphasize effective strategies for teaching academic writing and reading comprehension within an inclusive universally designed classroom environment. The workshop will provide opportunities for interaction with the instructor and other participants and for active engagement with beneficial teaching strategies and activities. Technologies to support reading and writing will be demonstrated.
Presenter: Ellen Engstrom
 Ellen Engstrom, M.A., Lead Education Specialist An Associate Professor, Ms. Engstrom has been on the faculty since January, 1999. She is an associate of the Landmark College Institute for Research and Training. Before joining Landmark College, she was the Department Head of the Lower/Middle School at Groves Academy in Minneapolis, an independent K-12 day school for students with learning and attentional difficulties. Ms. Engstrom holds an M.A. in Educational Psychology from the University of Minnesota and a B.A. from Wellesley College. She has a long-standing interest in language and reading disorders, as well as the assistive technologies that support students with reading difficulties. Trained in the Orton-Gillingham method of reading instruction, Ms. Engstrom holds a Level I certificate in the Wilson Reading System. She is a Lead Education Specialist at the Landmark College Institute for Research and Training.
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