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Research & Training Blog

Welcome to the Landmark College Institute for Research and Training (LCIRT) blog — the mission of this blog is to provide an avenue of communication between LCIRT and educators/professionals interested in the latest research, resources, and news related to learning differences.

Next gen college advising

A Call for Collaboration Between Disability Services and Academic Advising by Adam R. Lalor, Ph.D. and Manju Banerjee, Ph.D.   Given the low…

Alicia Keating

Undergraduate Research Project on Stigma and LD

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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....)

Ibrahim giving his talk.

Dr. Dahlstrom-Hakki Speaks at the Sandbox Collaborative

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.

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