Workshops A: Tuesday, 6/27, 1:30 – 3:30 p.m. ET
Workshop sessions are 2-hour presentations that are more focused and go into more depth on a topic with relevance for educators working with students with LD, ADHD, and autism. These are intended to be more interactive in nature, which may include any or all of the following: hands-on activities, practice or application of taught strategies or skills, and rich discussion.
*Choose one presentation from the following during Workshops Session A*:
W1. Applying an Ungrading Philosophy: How Educators can Rethink and Redesign Assessment to Maximize Learning for Every Student
Evidence shows that grading can demotivate students, promote cheating, and overall miss the mark on an authentic learning process. This session will focus on how to empower students to excel in any course using an “ungrading” philosophy. Specifically, what is the ungrading philosophy and how does it work? Second, how can teachers launch and engage students in this empowering assessment practice? This session will address the paradigm shift of power sharing, inspiring agency, and structuring a self-reflective feedback loop to create a genuine learning process for every student. Canvas examples will be shared and contract grading agreements will also be part of the interactive workshop. Prepare to discuss transformative ideas about grading and assessing neurodiverse students.
W2. Empowering Neurodiverse Voices: Engaging the Whole Child-Whole Student on the Career Journey
The Bureau of Labor Statistics (2022) reported the employment status of individuals with disabilities is 27.7% for those with a bachelor’s degree or higher, in comparison to 73.2% of nondisabled individuals with a similar background. Using the Whole Child-Whole Student framework to create, re-create, and co-create the career journey liberates an active exchange of ideas focused on the career dispositions of students. Hearing from the voices of neurodiverse students and alumni, this presentation amplifies the prevalent barriers to employment that neurodiverse students experience and provides effective strategies for inclusion that can be assessed and measured for career success.
Presented by: Chiara Latimer (she/her), Co-Director, Center for Neurodiversity & Program Coordinator, Rowan PATH, Alicia Monroe, Ed. D. (she/her), Assistant Director & Adjunct Faculty; Rowan University
Location: Lewis Academic Building 104
W3. Adapting Birkman Language for Neurodiverse STEM Students
In this interactive workshop, faculty and students will present our take-aways as participants in The Access to Innovative Education: STEM-Providing Learning Opportunities and Scholarship (AIE: STEM-PLOS), a National Science Foundation funded program at Landmark College. This session will provide an overview of the supports provided to students in the program (e.g., scholarship and mentorship), including description of the “Birkman assessment,” and the process of getting “Birk’d,” used to provide students with descriptive language for describing career activities. Students will reflect on their self-exploration with the Birkman survey as it relates to career readiness, their individual stories, and journeys, as well as internships and post-graduation work experience. The cohort course design model of the program, along with class activities—such as multi-modal learning activities and class discussions—will be described. An emphasis will be placed on the universal design of the program, that is its intentional design to promote accessibility for students who want to learn.
Presented by: Mike Vittum (he/him), Student, Katie Hoder (she/her), Student, Andrew Barrows (he/him), Student, Yar Deng (she/her), Student, Landmark College and Rebecca Matte (she/her/hers), Todd Miller (he/him/his)
Location: MacFarlane (STEM) 104
W4. Designing Cooperative Learning Success for All Students
More now than ever, it is an undeniable reality that learning to work collaboratively is a requisite skill for success in school and beyond. All too often, however, classroom group activities lack the research-validated ingredients needed to ensure that all students are engaged and learn how to cooperate with their peers. These methods are especially beneficial in ensuring that students with LD, ADHD, and autism can join their peers and participate successfully in cooperative learning activities. Experience these methods for yourself by engaging in an actual cooperative learning lesson in this session.
Presented by: Peter Hess (he/him), Dean of Academics, Lawrence Academy
Location: MacFarlane (STEM) 111