A Call for Collaboration Between Disability Services and Academic Advising by Adam R. Lalor, Ph.D. and Manju Banerjee, Ph.D. Given the low…
by Rick Bryck, Ph.D., Senior Academic Researcher | Associate Director, LCIRT Overview “A culture is no better than its woods” – W.H.…
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Guest post by Alicia Keating '17, LCIRT Research Asisstant
The prevalence of learning disabilities and ADHD at the post-secondary level has been on the rise since around 1990, growing 18% between 1990 and 2005 (Cortiella & Horowitz, 2014 p. 29). This increase in the population of LD/ADHD students at the post-secondary level has led to a demand for better accommodations and systems in place to properly accommodate these students. The population growth has been accompanied by a rise in negative stereotypes surrounding students with LD/ADHD. There are many common stereotypes about people with LD/ADHD, and about each diagnosis separately. One of the stereotypes that these diagnoses share is that they are a product of laziness—approximately half of the 1,980 people surveyed by the National Center for Learning Disabilities (NCLD) in 2014 believed that this was true of students with LD. Reportedly, the most pervasive stereotype about people with LD is that they have generally low ability (May & Stone, 2010). (Click above to read more....)
LCIRT has produced a video for the 2017 STEM FOR ALL Video Showcase, directed by one of our student researchers, Ryan Manley. Voting is open to the public and we need your vote!
During the recent 2017 NSF Cyberlearning meeting, Drs. Dahlstrom-Hakki and Shaoul visited the offices of the three members of the Vermont congressional delegation to inform them about our the developments in our NSF funded research projects.
The Director of LCIRT, Dr. Ibrahim Dahlstrom-Hakki gave a talk at the Sandbox Collaborative entitled "Removing Common Barriers to Learning: What are Common Sources of Unnecessary Cognitive Load and How Can You Address Them?"
Here is the abstract of the talk: Modern learning environments encompass a wide range of learning contexts and must address the needs of a diverse range of learners. However, many educational approaches continue to impose significant unnecessary cognitive processing loads on learners that impede their ability to succeed.
Click above to watch the entire talk.