Educators and other professionals are invited to find out why Landmark College strategies have been helping students with learning disabilities (such as dyslexia), ADHD and ASD succeed for nearly three decades.
Plan to join us June 24-27 to explore this year's theme, "Learning from Our Strengths: Cerebro-Diversity in Education."
What is the Landmark College Institute for Research and Training?
The Landmark College Institute for Research and Training (LCIRT) is Landmark College’s office of research, training and dissemination.
Established in 2001, LCIRT is founded on more than two decades of educational experience serving students with learning disabilities, ADHD, and autism spectrum disorders (ASD). We translate our experience into practical, relevant professional development for educators and other professionals.
LCIRT offers training on a broad range of 21st century education challenges such as
- Serving Diverse Student Profiles (LD, ADHD, ASD and more)
- Motivating and Engaging Students
- Managing Executive Function Difficulties
- Integrating Assistive and Instructional Technology
- Incorporating Universal Design to Improve Access and Success
What else does LCIRT do?
LCIRT researches and develops best practices for the education of struggling students, bringing our experience and insights to the wider educational community.
LCIRT offers a variety of formats and opportunities for engaging with professionals.
- Onsite professional development
- Online professional development
- Landmark College Summer Institute
- Landmark College Learning Institutes
For additional information
Landmark College Institute
for Research and Training
PO Box 820
1 River Road South
Putney, VT 05346
How can educators use fun, popular technology—think iPhones, mobile apps and pencasts—to teach all their students more effectively? Expert presenters will share answers to this question at the 2013 Learning Disabilities Innovation Symposium on Friday, October 4th at Landmark College.
The new UD-TI Certificate offered by Landmark College uniquely prepares educators to create learning environments in which all students thrive regardless of their learning preferences and abilities.
Compelling for its simplicity and inclusive ethic, Universal Design challenges teachers, professors and institutions to reach as many students as possible by accounting for their diverse needs up front, fostering improved rates of learning success for all students.
Increasing the odds of a successful transition to college takes planning and programs like the Transition to College one held at Landmark College beginning July 19.
Whether participants have ADHD, dyslexia, or an autism spectrum condition, Summer Program Director Lee Crocker hopes that they come away with “increased enthusiasm, confidence and skills to go to college—because they realize they can do it.”
For her dedication to educating bright, at-risk college students with a pedagogy honed by action research, Dorothy Osterholt, Landmark College Associate Professor, was awarded the Outstanding Educator Award from the College Reading and Learning Association (CRLA) at the spring meeting of the northeast chapter in Bridgeport CT.
The field of learning disabilities turns 50 this year – an event celebrated by Professor James Baucom, a Landmark College founding administrator and current Professor of Education, in an article published today in the Washington Post.
The 2013 Spring Academic Speaker Series concludes with a presentation on Monday, April 15th, at 7:00 p.m. when Landmark College Professor and nature writer Ned Olmsted explores map reading in a digital world.
Educational Perspectives on DSM 5: Anticipated Changes that Impact Students Webinar, a collaborative initiative between Landmark College and Stern Center for Language and Learning, takes place on Tuesday, April 2, from 3 – 4 p.m., EDT.
During a recent interview with Higher Education Today, Landmark College President Dr. Peter Eden, shared insights about the College’s unique and proven educational model.
Be a part of the 2013 Capacity Building Institute which will bring together educators from the computer science and engineering fields, disability service providers, and instructional technology personnel from around the country to discuss ways to increase the number of students with disabilities successfully pursuing higher degrees and careers in the computing fields.
Dr. Manju Banerjee, director of the Landmark College Institute for Research and Training, is the keynote speaker at the Learning Disabilities Association of America’s International Conference, being held Feb. 13-16 in San Antonio, Texas. The title of her presentation is “Technologies of the Future: Where Assistive Meets Mainstream.”
Landmark College’s “Bridge” program, which helps students master skills needed for academic success, develop better study habits, and either get back on track or stay on track for graduation, is featured in this week’s edition of The Chronicle of Higher Education, considered by many to be the No. 1 source of news and information for college and university faculty members and administrators.
A new article in About.com’s ADD/ADHD guide features an interview with Landmark College Senior Vice President Brent Betit, Ed.D., who describes what college attributes best serve students with ADHD, ASD, and learning disabilities in helping them achieve academic success.
Communication Professor Liza Burns presents “21st Century Literacy Tools for Students with Learning Differences” at international conference.
New understanding of the ways in which students learn and teachers guide the learning process are shaping education in the 21st century. It is students at the margins, particularly those who learn differently, who are informing contemporary pedagogical practices. At Landmark College, experienced faculty work closely with researchers at the Landmark College Institute for Research and Training (LCIRT) to identify creative instructional practices and to test their effectiveness. And now Landmark College is offering a brand new certificate program in Universal Design and Assistive Technology to share these best practices with educators and professionals around the globe.
Participatory Design is a method which involves users in the design process to ensure products meet user requirements. Research in STEM learning indicates that a key factor in creating an effective STEM curriculum is to provide accessible opportunities to engage students in group problem solving. Such an approach allows for on-the-spot reasoning and discussion, and allows students to test their own understanding (Wieman & Perkins, 2005) through practical hands-on engagement. Landmark College students were given examples of Participatory Design and then had the opportunity to evaluate and design accessible mobile Apps or games using this method. In this paper we review the results.
An engaging lineup for Fall 2012 Academic Speaker Series is announced.
Landmark College is known for working with students with learning disabilities and ADHD, but now they are working to understand more of the complex needs of students with multiple disabilities, particularly students with autism-spectrum disorders. At other institutions where I’ve worked, it was always a challenge to find enough students to do field research; about 3 percent to 9 percent of the population of postsecondary students has a learning disability. It’s different here at Landmark, where all of our 500 students have diagnosed learning disabilities.
Landmark College and the University of Maryland-Baltimore County joined forces to engage students directly in the design of Apps created to support procedural memory training, learning, scheduling and exercise.
Professor Ken Gobbo of Landmark College discusses range of symptoms within Autism Spectrum Disorders
Professor Ken Gobbo describes Autism spectrum disorders or ASDs as a group of disorders that cause difficulty with self expression and communication, reading social cues, and understanding the mind set of others. Shifts in diagnostics and improved educational practices have enabled more young people with ASDs to graduate from high school, attend college, and enter rewarding careers.
MONTPELIER, VT – Vermont’s independent colleges and universities annually pump nearly $1.4 billion into the state economy and attract 14,000 out-of-state students who spend their college savings in Vermont, according to a recent study by the Association of Vermont Independent Colleges (AVIC).