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Online Workshops

We are running another section of Online Learning for Students who Learn Differently, July 10 – July 26.

Read more below

How are the workshops structured?

Each workshop will be hosted on Canvas, our online learning system. Canvas works in any web browser and there are mobile apps available for iOS and Android devices. A few days before the beginning of the workshop, registrants will receive an email with information about how to access the workshop in Canvas.

Activities will include:

  • Learning modules that include short lectures, video, and accessible texts delving into the core concepts of the workshop. Additional resources are also included if you want to dig deeper into topics that interest you.
  • Live video conferences with workshop facilitator(s). Twice we will connect live through Canvas to discuss workshop topics and engage with questions that emerge from our work together. The conferences will be recorded for those who cannot join the live conversation. These provide an opportunity to connect with each other and extend our knowledge and understanding of the materials.

Who should participate?

Professionals who serve middle, high school, and college students in any capacity can benefit from this workshop. However, the content is geared towards supporting students who learn differently, including those with learning disabilities, ADHD, autism, or executive function challenges. Workshops are designed to fit into the busy schedules of educators and other professionals.

How much time will it take?

Getting the most of out of each workshop will require about 10 hours of engagement over the two weeks of each workshop. With the exception of the live video chats, you can engage with the workshop materials at any time from anywhere with an internet connection. Please note: workshops are structured such that participants work through one week’s worth of material at a time over two weeks; however, we understand people have busy schedules and the particular two-week schedule of a workshop might not be feasible for all. Thus, material on the Canvas site (including recordings of the video discussions) will remain available on the Canvas site for five weeks from the start date.

Registration

Each workshop is $299 per person. If you register a group of 4 or more people for a single workshop, you will receive 10% off the total cost. Click an option below to register.

Note, the Online Learning for Students who Learn Differently is in progress. You may still register and join, as the content will remain available until August 23, 2020. However, do note the live video conference sessions may have already passed (July 15 and July 22), although recordings will be made available in the workshop Canvas site.

 Individual registration  $299
 Group registration  10% off for 4+ registrants

Online Workshop Schedule

July 10 – July 26, 2020

Online Learning for Students who Learn Differently: What Do We Currently Know and How Can We Become Better?

Description

Today, online or remote learning is the new normal for most students in higher education. As all are learning to pivot quickly to meet the current demands, some are better prepared than others. It is often believed that the online platform is not “user friendly” to students who learn differently (LD), yet for the past seven years, Landmark College in Putney, VT, has been offering online courses to high school students with executive function (EF) challenges as part of their successful online dual enrollment program. Using our knowledge of LD student profiles and experience with online learning, this session will share information on: (1) current understanding of online/remote education and ways to ramp up to online, (2) learning needs of students with LD in online courses, (3) evidence-based best practices for online instruction—practical tips and strategies, and (4) changing accessibility needs, accommodations, processes, and protocol for online learning.

Live Video Discussions

For this workshop, two live video discussions will be held on:

Wednesday, July 15, 2020 from 3:30 – 4:45 p.m. (Eastern Time)

Wednesday, July 22, 2020 from 3:30 – 4:45 p.m. (Eastern Time)

Again, these will be recorded for later viewing if you're unable to attend the live session.

Facilitators

Manju Banerjee, Ph.D. and Adam Lalor, Ph.D.

Register now

Questions?

Contact us at institute@landmark.edu or 802-387-1662.

Interested in one our past workshop offerings and wish we would run it again?

Complete this short form to join the interest list for future workshop offerings.


Past offerings

  • Description: In this online strand, we will investigate the metaphor of Executive Function (EF) as orchestra conductor. Namely, that 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 explored. An equal emphasis will be placed on understanding the neurocognitive underpinnings of EF and implementing empirically supported EF strategies.

    Facilitator: Rick Bryck, Ph.D.

  • Description: As students progress through school, they are required to develop increasingly complex literacy skills. As the literacy demands grow, we spend less and less time teaching students how to extend their literacies and successfully read and write across academic content areas. This undoubtedly hurts neurodivergent learners the most, but all students suffer when literacy instruction is one-dimensional or non-existent.

    In this online workshop, we will explore and practice three teaching practices that can and should be implemented in any K-12 or college classroom:

    1. Assembling multi-modal text sets
    2. Modeling “expert” literacy skills
    3. Designing authentic writing tasks and delivering interactive writing supports.

    ***Note:*** Although this workshop will focus on high school and college instruction, the content is appropriate for educators working with students in grades 4 and up.

    Facilitator: Chris Wenz, M.A.

  • Would you be interested in taking this workshop if it were offered again? Complete this short interest form
     

    Workshop Description

    The word epidemic is often used to describe the sharp increase in autism diagnoses in the U.S. The use of this term is indicative of how autism is commonly seen: a medical condition to be feared, prevented, treated and cured. The concept of neurodiversity, which is at the heart of Landmark College’s approach, requires re-framing autism as a different (not lesser) way of seeing and navigating the world. In this online workshop, we will use the voices of autistic self-advocates and Landmark College’s programs for autistic students as our guide to understanding autism from this perspective.

    Workshop teaser

    Watch the video below to get a feel for the topics discussed in this online workshop

    Workshop Topics

    1. What does it mean to be autistic? Listening closely to the voices of autistic self-advocates (ASAs) will provide us with an expert answer to this question. We will contrast the medical model of autism with the views of ASAs and in the process explore how stigma and misconceptions of autism impact the development of a positive sense of self. Additional topics will include:
      • Disabling environments and the social model of disability.
      • Camouflaging and its impact on autistic students.
      • Dual-empathy and the importance of understanding and accepting the differences associated with autism.
    2. Diversity “on the spectrum.” You may have heard the tremendous diversity associated with autism described by Dr. Stephen Shore: “If you’ve met one person with autism, you’ve met one person with autism.” This can present a significant challenge in supporting autistic students, especially because there is not one way to support a group this diverse. In our experience, providing high-quality supports requires understanding the unique profile of each student. Through personal accounts, case studies and research findings we you will learn how to identify the individual strengths and challenges in seven key areas:
      • Pragmatic language
      • Social awareness
      • Monotropic mindset
      • Information processing
      • Sensory integration
      • Repetitive behaviors
      • Neuromotor differences
    3. Designing, adapting or applying supports. Finally we will apply what we have learned about profiles of strengths and challenges to a case study exercise. You will identify a student profile and an “environment.” This could be a particular classroom, a dormitory, an office on campus or any other environment that you would like to examine. You will be guided through the process of imagining what supports or changes to the environment might be needed to help that particular student succeed. Through this collaborative and personalized process, we will explore a wide variety of supports across environments that participants can apply to their work with students.

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