For over 25 years, the Landmark College Institute for Research and Training (LCIRT) has provided cutting-edge, relevant, and practical professional learning to individuals and schools. Informed by current research and decades of classroom experience, LCIRT is a leader in the fields of learning disabilities, ADHD, and autism spectrum disorder (ASD).
LCIRT workshops and courses are designed with busy professionals in mind.
Our professional learning offerings are research-based, classroom-tested, highly practical, and universally designed.
For individuals, we offer webinars and an online/blended professional certificate in universal design and technology integration. We serve a wide range of professionals, including educators and disability support personnel at the secondary and postsecondary levels.
Find out more about the LCIRT staff and their areas of expertise.
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Testimonials from past participants
"Thank you—this was by far the best training workshop I have ever taken!"
"This workshop has been a transformative experience for me as an educator. I was in search of support, guidance, information, and resources and I received all of these things."
"Beyond my expectations! I would highly recommend this to colleagues."
"This course is highly beneficial to anyone working with students--not just LD students!"
Contact us to explore customized professional learning opportunities for your school or college.
Research clearly shows that transformative professional learning for educators doesn’t happen overnight. While traditional single-day inservice workshops are valuable to faculty and staff, professional learning that takes place over a series of weeks or months can not only transform the practices of individual teachers, but can create positive school-wide change.
At LCIRT, our professional learning is part of a dynamic triad that includes research and Landmark College classroom practice.
Research conducted by LCIRT informs our professional learning and validates Landmark College classroom practice. Our professional learning offerings drive new research initiatives. Our classroom practices suggest new pathways for research and energize professional learning offerings.
Our work with each school follows our innovative model. It is also highly collaborative and responsive to the culture and needs of each school. In general, our work includes these phases:
- Needs assessment
- Customized delivery of content: relevant theory and practice
- Ongoing support for integration of new information and practice