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 Summer Institute presenters and workshops from the past few years by expanding the menus below.
Description: Enjoy light hors d'oeuvres and alcoholic and non-alcoholic beverages while you register and get to know your fellow attendees.
Presented by: Ken Gobbo, M.S., Professor Emeritus of Psychology, Landmark College
Description: This presentation will include a brief overview of neurodiversity, a short history, what it is, and what it is not. It will examine culture, norms, intersectionality, and their influence on the identity development of neurodivergent individuals. It will also consider why this matters, and what we can do to promote the development of a positive identity in our students.
Description: Enjoy a continental breakfast before the day's presentations and/or register if you didn't Monday evening.
Presented by: Denia Guadalupe Bradshaw, Ed.D.
Description: Universal Design for Learning (UDL) is a proactive evidence-based framework that designs learning environments that support the variability of learners (Meyer, Rose, & Gordon, 2014). Practitioners integrate these nuances already, “but intentionality shifts with [the lens of] UDL” (Posey, 2019, p. 162). Heightening awareness of the practice of UDL, through an understanding of Intersectionality, will be highlighted in this session. Participants will also explore how the frameworks of UDL and Intersectionality coincide and affirm one another—and by taking this approach, learners with diverse and intersecting identities and narratives further benefit, thrive, and feel belonging.
Presented by: Kelly O’Ryan, Dean of Students; Marc Thurman, Coordinator for the Center for Diversity and Inclusion; Adam Lalor, Ph.D., VP of School of Educational Research and Innovation, Landmark College
Description: Black students with disabilities are a twice-marginalized student group that has received little attention within higher education. Unfortunately, research indicates that students of color and students with disabilities both have lower persistence rates placing Black neurodivergent (i.e., learning disabled, ADHD, and/or autistic) at even greater risk for dropping out of college. This session will introduce an innovative program, Reach One Teach One (ROTO), geared at improving transition and sense of belonging for Black neurodivergent students. Join us for a discussion of this novel program and learn how you can develop a similar program on your campus.
Presented by: Jeff Huyett, Director of Health Services, Landmark College
Description: Over 200 pieces of legislation are being crafted in multiple states limiting the discussion of LGBTQ issues in K-12 and even college education. Some legislation even criminalizes the delivery of medical standard of care services to transgender youth. Hostile social environments are increasing in schools and communities further stigmatizing queer youth of all ages or youth with same sex or gender variant parents. Polls show most Americans favor tolerant and accepting educational environments for queer youth but politicians are fanning the flames of cultural wars to whip up their political bases. Queer youth experience suicidal ideation or attempt at four times the rate of their heteronormative peers.
This presentation will discuss the importance of creating tolerant, accepting educational environments for LGBTQ students that promote healthy development. The overlay of neurodiversity, coming out, and identity formation will be explored for the development of specific programs for neurodivergent LGBTQ, and especially, transgender youth in academics, residential life, and student affairs.
Biography: Jeff Huyett is an out, queer-identified nurse practitioner who has worked in LGBTQ community health and college health centers for over 30 years. He has been an activist in the health care industry and communities through involvement with advocacy and direct action groups. Jeff regularly lectures with students, health care providers, and faculty. He has been involved with HIV and HPV research, treatment protocol development for HIV and transgender care delivery, as well as been a primary care provider of LGBTQ-sensitive nursing care including hormonal transition.
Presented by: Panel of Landmark College students;
Moderated by Marc Thurman, Coordinator for the Center for Diversity and Inclusion
Description:Hear from a panel of current Landmark College students as they share their personal stories. Students will provide insight into the unique situations they have faced, and overcome, as neurodivergent individuals with additional marginalized identities. Attendees will have the opportunity to ask panelists questions and elicit feedback about the experiences, strategies, and people that have supported them along the way.
Sponsored by the Landmark College Centers for Diversity and Inclusion
Presented by: Adam Lalor, Ph.D., VP of School of Educational Research and Innovation
The 2021 Landmark College Summer Institute was hosted as two separate one-day online events.
| Time | Event | Speaker |
| 9:45 – 10 a.m. | Welcome and check-in | |
| 10 – 11 a.m. | “Infusing Self-Determination into a Transformed Higher Education to Enhance Student Success and Wellbeing” | David Parker |
| 11 – 11:15 a.m. | Break | |
| 11:15 a.m. – 12:15 p.m. | “Rewiring the Anxious Brain: Shifting a Campus Response to Student Distress” | Meg Spicer & Matt Cherry |
| 12:15 – 12:45 p.m. | Lunch break | |
| 12:45 – 1:45 p.m. | “Using Universal Design to Coordinate Wellness Initiatives Across Campus” | Todd Miller |
| 1:45 – 2 p.m. | Break | |
| 2 – 3 p.m. | “Student Voices: Wellness and Learning Differences” | Landmark College Students |
| Time | Event | Speaker |
| 9:45 – 10 a.m. | Welcome and check-in | |
| 10 – 11 a.m. | “Intentional Teaching: How Landmark College Pedagogy Supports Student Success” | Jill Hinckley |
| 11 – 11:15 a.m. | Break | |
| 11:15 a.m. – 12:15 p.m. | “Teaching for Transfer: What We Talk About When We Talk about Writing” | Sara Glennon and John Kipp |
| 12:15 – 12:45 p.m. | Lunch break | |
| 12:45 – 1:45 p.m. |
“Thinking Reasonably About Accommodations for Autism Spectrum Students in STEM Classrooms” |
Kim Coleman |
| 1:45 – 2 p.m. | Break | |
| 2 – 3 p.m. | “Student Voices: Landmark College Students Share Their Academic Journey” | Landmark College Students |
Highlights from the 2019 Summer Institute include:
Monday, June 24, 2019, 9 – 10:30 a.m.
by Sally Scott, Ph.D. Senior Research Associate,
Association on Higher Education and Disability (AHEAD); National Center for College Students with Disabilities (NCCSD)
Author of “Disability and World Language Learning: Inclusive Teaching for Diverse Learners”
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)
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.
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
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.
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.
by Eleazar Vasquez, Ph.D., BCBA-D, Director and Associate Professor, University of Central Florida
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.
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.
Strand A) Technology for Student Success
Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.
Strand B) Fostering Academic Accessibility: Student and Educator Perspectives
Presenters: Ellen Wood, M.Ed. and Alicia Keating
Strand C) College Transition: What Do You Mean It’s at Least a 10-Year Process?
Presenter: Adam Lalor, Ph.D. and Jessica Monahan
Strand D) Executive Function Support In and Out of the Classroom
Presenter: Rick Bryck, Ph.D. and Landmark College EF Coaches
Click here for a list of 2018 Single Sessions titles and presenters.
Sunday Keynote:
“Hope or Hype? The Use and Misuse of Neuroscience in Education”
(EAB O'Brien Auditorium)
Monday Plenary Presentation:
“The Typical and Atypical Reading Brain: How Neuroscience Can Inform Educational Practice”
(EAB O'Brien Auditorium)
Associate Professor of Pediatrics
Boston Children's Hospital & Harvard Medical School
Department of Medicine/Division of Developmental Medicine
Wednesday Special Guest Presentation:
“Harnessing Individual Variability to Improve Educational Outcomes: Case Studies and Interventions”
(EAB O'Brien Auditorium)
Joanna A. Christodoulou, Ed.D.
Assistant Professor
Department of Communication Sciences and Disorders
MGH Institute of Health Professions
Director, Brain, Education and Mind (BEAM) Team
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 |
Manju Banerjee, Ph.D.; |
|
2. Math Support and Advocacy for Students with Math Challenges |
|
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3. Executive Function Support In and Out of the Classroom |
Rick Bryck, Ph.D.; |
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4. Thriving In College: The Path to Success for Students Who Learn Differently |
Linda Hecker, M.Ed. |
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.
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
Single Session Topics
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Tuesday, June 23rd, 7:30 p.m.
“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.
