Given the low rate of college completion for students with disabilities, it is possible that traditional student support services and accommodations may not be fully meeting their needs. Limited research on the efficacy of traditional interventions (Madaus et al., 2016) highlights the need for new and collaborative ways to engage, support, and successfully graduate these students.
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 Assistant
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.
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.