The recent college admissions scandal has alerted the country to the enormous anxieties that students, parents, and others feel about “getting into a good school.” These headlines are just the tip of the iceberg. College counseling centers are overwhelmed by a new generation of undergraduates that grapples with significant mental health challenges. The number of students seeking Disability Services supports due to psychiatric diagnoses continues to explode. How did the college years become so emotionally overwhelming for so many students with and without disabilities? Dr. Parker will summarize how social media and other societal trends have contributed to this phenomenon, highlight innovative campus practices designed to address this trend, and offer suggestions for high school and postsecondary professionals who want to empower students with greater resilience, grit and self-determination.
Monday, June 29, 2020, 9 – 10:30 a.m.
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)
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 each day of the Institute, June 29 – July 1, 2020.
Exciting new research in the field of dyslexia and ADHD is reshaping past practices, traditional accommodations and supports for students who learn differently. Using current research and literature as the springboard, this strand will share information about how we learn and process information, differences in information processing and ways to harness this knowledge to build a new repository of strategies and classroom practices for neurodivergent learners. Participants will be challenged to rethink traditional accommodations and student supports.
Vice President of Educational Research and Innovation, Landmark College
This strand will explore the metaphor of Executive Function (EF) as orchestra conductor. Namely, EF helps increase functions that are too quiet (activation), it tamps down sections that are too loud (inhibitory control), responds in the moment to changes (flexibility), and it keeps track of the timing and content of all the individual players (working memory). That is a lot of work to handle, and sometimes the conductor needs help—practical tools for supporting students in these three EF domains will be elaborated, discussed, and put into practice. The strand will balance understanding why students struggle with how classroom and research tested strategies can be implemented.
Dean of the School of Educational Research and Innovation, Landmark College
Recent research across disciplines has revealed that there are many “autisms.” Although our knowledge of this diversity has grown, our approaches to addressing it in schools has not kept pace. Our goal during this strand will be to deepen our understanding of this diversity and developing supports that match the individual strengths, needs and goals of autistic students. To accomplish this, we will 1) explore cognitive theories of autism, 2) translate recent research findings from the fields of psychology and neuroscience to the classroom 3) examine case studies of individual students and programs that successfully serve them and 4) plan and practice instructional techniques that can support autistic learners.
Research Scientist, Landmark College
Single sessions are 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.
Deadline to submit a proposal is February 14, 2020.
Single session titles and descriptions will be set in early March.