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Landmark College Summer Institute: Presentation Descriptions

Summer Institute 2019 Presentations. Check back soon for information on the 2020 Summer Institute. 

Jump to: Main Page | Keynotes | Strands | Single Sessions | Registration

Keynote Presentations - 2019 

“Universal Design 2.0: Tipping Points and Beyond”

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.

Monday, June 24, 2019, 9 – 10:30 a.m.
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)

Opening Keynote:
by Sally Scott, Ph.D.

Keynote speaker 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

“Improving the Lives of all Learners:
Progress in Learning Disabilities Research and Practice”

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.

Wednesday, June 26, 2019, 9 – 10:30 a.m.
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)

Closing Keynote:
by Brett Miller, Ph.D.

Keynote speaker 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.

Three-Day Strands - 2019 

Three-day intensive, hands-on workshops (or “strands”) form a core component of our Institute experience. Participants stay in the same strand for all three days.
Strands run 1:15 – 4 p.m. each afternoon of the institute, June 24 – 26.

A. College Success for Students with Learning Differences: An Introduction

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.

Adam Lalor, Ph.D.

Presenter Adam Lalor

Lead Educational Specialist, Landmark College

Lynne Shea, M.A.

Presenter Lynne Shea

Dean of the School of Liberal Studies and the Arts, Landmark College

B: Strategies for Creating an Executive Function-Friendly Classroom for Neurodiverse Learners

Description: 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.

Rick Bryck, Ph.D.

Presenter Rick Bryck

Dean of the School of Educational Research and Innovation, Landmark College

C: 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.

Chris Wenz, M.A.

Presenter Chris Wenz

Research Scientist, Landmark College

D: Technology Without Tears: Simple Tools to Improve Access and Student Success

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.

Ibrahim Dahlstrom-Hakki, Ph.D.

Photo of Ibrahim Dahlstrom-Hakki

Senior Research Scientist, EdGE at TERC


Single Sessions—2019

Single sessions are short (~1.25 hour) presentations on a range of topics with relevance for educators working with students with LD, ADHD, and ASD. Single sessions focus on practical take-aways and/or cutting-edge research in the field of learning differences. Participants choose one presentation per session to attend.

Click on the accordion tabs below to read titles, presenters, and descriptions by session.

  • 1A. Exacerbated Symptoms & Elevated Risk: How to Help Students who Experience ADHD & TBI
    Presenter: Emily Tarconish, PhD Student, The University of Connecticut

    ADHD is one of the most common cognitive disabilities in postsecondary students and traumatic brain injuries (TBI) are the leading cause of disability in young adults. Can you imagine experiencing with both? As these two diagnoses are frequently comorbid, this is a reality for many students. This presentation will discuss the relationships between ADHD and TBI, symptoms for students who experience both, and strategies and tools that can assist this population.

    1B. The Documentation Disconnect: Are LD Students in Public Schools Getting the Documentation they Need for High-Stakes Tests and Post-Secondary Education?
    Presenters: Beth McGaw, M.Ed, President
    Monica McHale-Small, Ph.D., 1st Vice President, Public Policy & Advocacy Co-Chair
    JoAnna Barnes, Esq., Public Policy & Advocacy Co-Chair
    Learning Disabilities Association of America

    The recent college admissions scandal brought to national attention the issue of LD documentation for accommodations. The bigger scandal may be that public school students are not always provided quality or timely evaluations and documentation. What are the components of a quality evaluation and what documentation is needed? What about districts using RTI? Proper documentation equals access.

    1C. Engaging the Reluctant Learner: Reframing Success Through Cognitive Restructuring
    Presenters: Sara Kaplan Callahan, Director of Academics, Middlebridge School
    Dan Leventhal, Academic Dean, Middlebridge School

    This presentation will supply the participant with ways to concretely motivate a population that has had to overcome failure and low self-esteem before finding academic and social-emotional success. Often, many neurodiverse students have faced failure in their prior academic settings. This presentation will provide attendees with the concrete tools and resources to allow them to form healthy, positive relationships with neurodivergent students who have internalized negative scripts that have fostered a deep distrust of traditional schooling. We will explore how educators can motivate reluctant learners through nurturing a growth-mindset, reducing anxiety, and using metacognition and humor to increase self-awareness.

    1D. Supporting High School Students in Independent Schools: Metacognition, Leadership, and the Evening Learning Support Approach
    Presenter: Lizziey Sherk, Director of Learning Resources, Culver Academies

    We will discuss how one school’s transformative study-hall approach is enabling students to develop their organization of materials, time and information management through goal-setting initiatives. Participants will leave with practical activities for students to increase self-efficacy. This session is best for teachers, learning specialists and school leaders interested in promoting academic success.

  • 2A. Thinking Reasonably About Accommodations for Autism Spectrum Students in STEM Classrooms
    Presenter: Kimberly Coleman, Ph.D., Associate Professor, Landmark College

    This session will explore the concept of “reasonable” accommodations for autism spectrum students in STEM classrooms from the perspectives of the ADA Guidelines, AS individuals, and academic institutions that serve AS students. Case studies and participants’ personal experience will serve as starting points for discussion and group problem solving activities designed to stimulate thinking and provide practice with negotiating reasonable accommodations.

    2B. Cognitive Reappraisal: Best Strategy for Addressing Upsetting Situations
    Presenter: Manju Banerjee, Ph.D., Vice President for Educational Research and Innovation

    We use many strategies for dealing with emotionally charged situations such as denial, displacement and/or avoidance behaviors. Students often believe that when they have not done their homework, the best approach is to avoid going to class that week. Such avoidance behavior is rewarding only in the short run.  Research suggests that none of these strategies are effective in the long run. This session will address how we can teach students to engage in cognitive reappraisal practices to best deal with difficult social-emotional situations. There may be some tips in this session for all of us!

    2C. Navigating Life: Promoting Social, Emotional, and Executive Functioning Competencies in Neuro-divergent Young Adults
    Presenters: Kinsley Rausch-Sanders, Franklin Learning Institute Coordinator, Franklin Academy
    Mary Murphy, Director of Development, Franklin Academy

    This presentation will provide a deeper understanding of the core competencies of social pragmatics, emotional intelligence, executive functioning, and self-care and advocacy. We will examine how gaps in these competencies impact neuro-divergent young adults’ ability to succeed in life, and how to design appropriate curricula to address gaps in these areas.

    2D. Active Learning Strategies — Are they Different from Study Strategies?
    Presenter: Lauren Solomon, Learning Specialist, Compass High School

    There is a significant amount of research about the best study strategies and techniques for effective long-term learning. However, for students with LD and ADHD, who tend to be passive or reluctant learners, are these strategies effective? I explore this question because it is difficult for some students to get beyond the initial acquisition of information. What are the best strategies for initial acquisition of information rather than for relearning or solidifying that which has been learned already? A related question is how do we get beyond the LD, ASD or ADHD learner’s reliance on memory (which may be weak) and move toward conceptual understanding using active learning techniques?

  • 3A. Executive Functioning & Emotional Regulation Concerns in Student with NLD
    Presenters: Tom Hays, Assistant Headmaster, Franklin Academy
    Josh Acocella-Stollerman, Evaluation Center Director, Franklin Academy

    In this seminar, the concepts of executive functioning and emotional regulation will be explored as they pertain to the everyday functioning of individuals with NLD and students on the Autism Spectrum. Included in this discussion will be an overview of the neurology, assessment, behavioral patterns, and interventions as well as differences between students on the spectrum and student with NLD.

    3B. Simplifying the Online Environment: Reducing Cognitive Load
    Timber Holmes, Online Product Developer, Landmark College

    Students who struggle in the online environment may be overwhelmed by the environment instead of the topic of the material. This can include many aspects of an online presentation from distracting visuals and dense text to confusing navigation and initial resistance. Though students are often quite proficient at navigating certain parts of the internet, they do not always translate this fluency into using Learning Management Systems. With this in mind, we will explore ways to reduce extrinsic cognitive load, by simplifying the online environment, to help students focus on the content.

    3C. Scrutinizing Disability Documentation across the Lifespan
    Presenters: Loring Brinckerhoff, Director, Office of Disability Policy, Educational Testing Service (ETS)
    Nora Pollard, Senior Disability Policy Specialist, Educational Testing Service (ETS)

    As individuals with disabilities move through their educational and professional careers, they may repeatedly need to provide disability documentation to verify their functional limitations and need for accommodations. Using case studies, ETS representatives will discuss legal considerations under the ADA AA, ETS’s changing expectations regarding documentation, and instances in which disability documentation may be acceptable in one setting but not in another.

    3D. Sports And Social Pragmatics: A Novel Approach To Integrating Physical Activity And Social Skills
    Presenter: Todd Miller, M.S., Assistant Professor of Physical Education, Landmark College

    Landmark College, supported by a generous donation by the Flutie Foundation, is in the second year of studying the effects of our unique social pragmatics physical education class. The course was designed for students interested in improving social skills, many of whom had negative previous experience with physical activity. Learn how to encourage improved social skills by introducing progressively more complex and collaborative activities and promote lifelong physical activity habits in a population at high risk for sedentary behavior.

  • 4A. Landmark College Student Success Stories
    Presenters: Landmark College students

    Hear from a panel of current Landmark College students as they share their personal journey. Students will provide insight into the challenges they have faced, and overcome, as an individual with a learning difference. Attendees will have the opportunity to ask each panelist questions and elicit feedback about the tools, strategies, and people that have helped them along the way.

    4B. Tour of the Landmark College Campus

    Join one of our wonderful Admissions Counselors as they guide you around our beautiful campus!
    4C. Working Together: Productive Relationships and Challenges Between Learning Support Programs and Other On-Campus Entities
    Presenter: Philippa Juliet, Academic Counsellor, University of Denver

    We will look at the challenges that learning support programs can face in building relationships with other campus resources to best serve students with learning needs, and ways that productive relationships can be formed and maintained. The session will involve workshopping scenarios and other activities. Participants will be encouraged to share their experiences and troubleshoot others.

Jump to: Main Page | Keynotes | Strands | Single Sessions | Registration


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