Since 1990, Landmark College has presented the Summer Institute at its Putney, Vermont campus. This event presents practical, cutting-edge information for educators and professionals who work with students who learn differently, including students with language-based learning disabilities (such as dyslexia), ADHD, and autism spectrum disorder (ASD).
View the Summer Institute presenters and workshops from the past few years here.
Universal Design has taken the field of postsecondary disability by storm. What was once a tentative idea for expanding access on college campuses has become a widely accepted paradigm for guiding our work. But in words familiar to every parent, are we there yet? Have we reached the goal of providing inclusive instructional environments that benefit a broad diversity of learners?
Using Malcolm Gladwell’s notion of “tipping points,” we will examine Universal Design for Instruction/Learning in research and practice. What do we know so far? What thresholds have been achieved? And how can we use these tipping points to prompt next-generation thinking about Universal Design? This session will challenge you to think about Universal Design 2.0 and future directions for research and practice.
Closing Keynote: “Improving the Lives of all Learners: Progress in Learning Disabilities Research and Practice”
Wednesday, June 26, 2019, 9 – 10:30 a.m.
by Brett Miller, Ph.D., National Institute of Child Health and Human Development (NICHD)
Dr. Miller oversees the NICHD funded research portfolio focused on learning disabilities.
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)
With classes ending for the school year, summer is a natural time to reflect on the past progress while recognizing and planning for current and future needs. This presentation will reflect on the progress made in our foundational understanding of learning disabilities impacting reading, writing and mathematics with an emphasis on its translation to intervention and more broadly practice. With an eye towards current efforts and future need, we will emphasize recent research focused on diverse population inclusive of individuals such as those coming from linguistically diverse environments and those with more complex learning challenges or with co-occurring conditions. Finally, looking beyond, we will emphasize some areas of future need with the hope of developing a dialogue to better understand the needs of the community including practitioners and individuals with learning disabilities.
Three-day intensive, hands-on workshops (or “strands”) form a core component of our Institute experience. Participants choose a strand to stay in for all three days.
College Success for Students with Learning Differences: An Introduction
Presenters: Adam Lalor, Ph.D. and Lynne Shea, M.A.
Are you a college educator or new disability service professional interested in supporting the success of students with learning disabilities, ADHD, and autism? If so, join the authors of the new book From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder for a discussion of theory and practice related to fostering success for students with learning differences. Topics covered will include strategies for supporting students inside and outside of the classroom. Particular emphasis will be placed on programs and strategies employed at Landmark College that may be applicable to other colleges and universities.
Strategies for Creating an Executive Function-Friendly Classroom for Neurodiverse Learners
Presenter: Rick Bryck, Ph.D.
Executive Function (EF) refers to the group of cognitive processes that control the skills needed to take action and achieve goals. Participants will deepen their understanding of three key component “building blocks” of EF and their impact on student success. A balance between EF theory, research, and practice will be presented. Emphasis is placed on understanding why students struggle with EF and practical approaches for supporting these EF challenges, in each of the three core EF areas and general approaches for improving EF.
Supporting Social Emotional Learning in the Classroom and Beyond
Presenter: Chris Wenz, M.A.
The transition to adulthood is an incredibly influential and important period in human development. To make a successful and positive transition, we know that every student will require social and emotional support along the way. Yet, these supports and opportunities for social emotional learning (SEL) are far less likely to be available for adolescents and young adults than for younger students or students with documented disabilities. In this strand, we’ll explore recent research and theoretical frameworks for SEL and discuss practical strategies and routines that support social and emotional development. In addition, we will discuss school-wide programs that promote social-emotional competence and positive school culture as well as how to advocate for these larger-scale changes.
Technology Without Tears: Simple Tools to Improve Access and Student Success
Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.
Technology has long been viewed as a key element in supporting students who learn differently to access and thrive in current education systems. However, it has also been fraught with issues including expense, usability, steep learning curves, and stigma. As the landscape changes away from traditional assistive technologies to more broadly available and accessible learning technologies, we are increasingly seeing new low cost/no cost tools that are usable, accessible, and integrated into existing devices. This session will focus on looking at key aspects for evaluating the accessibility, usability, and effectiveness of available assistive and learning technologies. In addition, participants will learn specific pedagogical techniques for using technology to support students with writing, EF skills, note-taking, and math.
Keynote Presentation: “A Path to Pride and Success”
by LeDerick Horne, spoken-word poet, advocate for people with disabilities, and inspiring motivational speaker
LeDerick Horne is a poet, advocate, and co-author of the book “Empowering Students with Hidden Disabilities: A Path to Pride and Success.” Within this presentation, LeDerick Horne will share his own experience as a student with a learning disability who was able to graduate from college with a B.A. in mathematics. LeDerick is now one of the nation’s most sought after speakers dedicated to improving the outcomes of youth with disabilities. LeDerick will give advice to help all students develop positive identities as people with disabilities. Strategies for helping students reach their transition goals will be shared as well as advice on helping students develop positive relationships in school and the adult world.
Plenary Presentation: “EF on the Horizon: Innovative Research on Supporting Students with Executive Function Disorder”
What’s on the horizon for students who struggle with executive function? In this plenary session, Dr. Vasquez will discuss the findings of three National Science Foundation projects on innovative supports for students with EF disorder. From serious games to Universal Design for Learning in STEM courses to enhancing instruction through greater connectivity, this session is sure to offer attendees a glimpse into the future of supporting students with EF disorder.
Special Guest Presentation: "A Gliding Artform"
Sunday, June 24, 2018 7:30 – 9 p.m.
by Jean Cherouny, artist and Landmark College alumna
In her talk, Ms. Cherony will describe how learning differences influenced her career and life trajectory, as illustrated by her journey in becoming a successful artist, entrepreneur, and world traveler. Jean describes her inspiration: “When I paint it is never about me but the light and the people I see and feel. There is always an impulse coming from something larger than life itself with the flowing paint under my wheels. It’s lucky to be an artist and feel this freedom. Landmark College provided me a new outlook on myself as a learner. In turn, this provided an essential component for life after Landmark—the ability to let go and search to understand more deeply who I am. My art takes me to an unbiased place and allows me to create and share the work with the world.”
Three-day intensive, hands-on workshops (or “strands”) form a core component of the Landmark College Summer Institute experience. Participants stay in the same strand for all three days. Strands take place each afternoon.
Department of Communication Sciences and Disorders
MGH Institute of Health Professions
Director, Brain, Education and Mind (BEAM) Team
Three-Day Workshop Strands
Hands-on workshops (or “strands”) form a core component of the Landmark College Summer Institute experience. Participants stay in one strand for three days. This year's strand topics are (see detailed descriptions above):
1. 21st Century Study Skills: Activating the Inactive Learner
4. Thriving In College: The Path to Success for Students Who Learn Differently
Linda Hecker, M.Ed.
Single Session Topics:
Landmark College Works: Developing Supportive Employment Opportunities for Students Who Learn Differently
Micro-uniting to Promote Effective Instruction for All Learners
Supporting Student Wellness for Promoting Learning
From Learning to Memory: Building “Desirable Difficulties” Into Studying
Best Practices—Online Courses for Students Who Learn Differently
Campus Support for Students with ASD
Process and Progress: Addressing the Writing Challenges of Students with EF Disorders
Think Like Me: An Inside Look into the Cognition of Persons with LD
Techniques to Help Students Improve Emotional Self-Regulation and Learning
26th Annual Landmark College Summer Institute
June 19 – 22, 2016
Keynote and Plenary Presentations by Brock and Fernette Eide, founders of Dyslexic Advantage
Sunday Keynote: “How Should We Think About Learning Differences? Why It's Time For a New Approach”
by Brock Eide, M.D.
Historically, learning differences have been treated primarily as disabilities. In this presentation we’ll describe a new approach that starts from the premise that many learning differences represent normal and healthy patterns of brain diversity, with strengths as well as challenges resulting from these different patterns of organization. We’ll focus primarily on our work and research with dyslexic individuals to describe how this different approach looks, and what difference it can make for education, employment, and self-concept.
Monday Plenary Presentation: “Change Makers: Neurodiverse Minds Shape the World”
by Fernette Eide, M.D.
This session will begin by talking about a great pivot which is taking place in our understanding of human neurobiological differences. Dr. Fernette Eide will share some of the progress that is being made in the neurodiversity movement through increased community, greater self-disclosure, and a better understanding of how neurodiverse minds are essential for innovation.
The Eides are internationally recognized authorities on dyslexia and learning differences.
Three-Day Strand Topics
21st Century Study Skill Strategies: Activating the Inactive Learner
The Challenge of Text in a Multimedia World: Supporting Academic Reading and Writing
Promoting Executive Function in the Classroom and Beyond
Cognitive Neuroscience of Teaching and Learning: What Works
Single Session Topics
Campus support for addressing social pragmatics
The female ADHD perspective
Teaching math for students with LD
Making studying stick via “desirable difficulties”
“Helping All Students Perform Their Best Under Stress”
The 2015 keynote speaker, Dr. Sian Beilock, is a professor of psychology at the University of Chicago and the author of How the Body Knows Its Mind and Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To.
Pre-Institute Workshops: Tuesday, June 23rd
Three-Day Strands: Wednesday, June 24th, through Friday, June 26th
Single Sessions: Wednesday, June 24th, and Thursday, June 25th
“Unique Aspects of Stress in Students with LD, ADHD, and High-Functioning ASD” Dr. Jerome (Jerry) Schultz is a Clinical Neuropsychologist, author, and speaker who has provided clinical services, consultation and staff development to hundreds of private and public schools in the U.S. and abroad. He is on the faculty of Harvard Medical School in the Department of Psychiatry. He is the author of Nowhere to Hide: Why Kids with ADHD & LD Hate School and What We Can Do About It.