LDN 633—Academic Strategies and Executive Function Supports for Students with LD, ADHD, and Autism
This course is the part of the online professional certificate program in Learning Differences and Neurodiversity offered by Landmark College (with specializations in “Executive Function” or “Autism and Online”).
Course Information
Course Description: What strategies and supports have proven to be effective in promoting academic success for students with learning and executive function challenges? This course presents evidence-based, classroom-tested strategies, many developed at Landmark College, that help non-traditional learners thrive in academic settings. The first module reviews critical factors to consider when designing effective instruction: processing speed, working memory, executive skills, within the framework of Cognitive Load Theory. The second module describes the features of an EF-Friendly Classroom. Each subsequent module presents a process or strategic approach that addresses difficulties in the following areas: academic reading, academic writing, note-taking, studying and test preparation, and math. The course considers no-, low- and high-technology approaches that belong in every educator’s instructional toolkit. The Instructor is committed to working with participants to ensure that the course is relevant and valuable to their current and future professional roles.
Graduate Credit: Three graduate credits will be awarded per course for students achieving a grade of 80% or greater.
Course Format
- This course contains 8 weekly Modules but runs for 9 weeks. Each module includes several micro-units that are subtopics within the Modules.
- The course also includes 5 online synchronous sessions (i.e., video conferences) scheduled primarily in the evenings (Eastern Time) that are one option for fulfilling a graded assignment, as well as an enriching way to connect personally with instructors and fellow students. We will try to accommodate individual schedules, so we may vary the time from week to week depending on student demand. Synchronous sessions will be hosted via the course conferencing tools.
- The course uses Canvas as its Learning Management System (LMS). Registered participants will be provided with details to log on during the week before the start of classes.
Course Objectives
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Course Learning Objectives |
CEC Advanced Preparation Standard |
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1. Articulate new and emerging understanding of neurodiversity and neuro-atypical profiles of learners, including awareness of neuro-plasticity and multiple perspectives on individual differences in Executive Function (EF). |
2.2, 2.3 5.4 |
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2. Discuss current evidence-based findings in the field, and Landmark College’s approach to addressing executive function challenges among diverse learners. |
2.3 |
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3. Identify, describe and apply Cognitive Load theory and understanding of working memory, processing speed, and language processing to designing and implementing instructional practices. |
2.2, 2.3 |
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4. Identify evaluate, adapt, and apply the Landmark College (LC) model of EF supports geared towards meta-cognitive awareness and self-determination. |
1.2 |
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5. Describe effective practices for introducing strategies that support academic reading and writing, note-taking, test-taking, and math development for diverse students. |
2.2, 2.3 3.3, 3.5 4.2 |
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6. Evaluate their own professional development within the context of this course with respect to practical applications and lessons learned. |
3.3 |
Module Topic Outline
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Week 1 |
Module 1: Framework for Design
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Week 2 |
Module 2: The EF-Friendly Classroom
Synchronous Class Discussion |
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Weeks 3 |
Module 3: Scaffolding Academic Reading
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Week 4 & 5 |
Module 4: Scaffolding Academic Writing
Synchronous Class Discussion |
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Week 6 |
Module 5: Scaffolding Note-taking
Synchronous Class Discussion |
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Week 7 |
Module 6: Scaffolding Studying and Test Preparation
Synchronous Class Discussion |
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Week 8 |
Module 7: Scaffolding Math
Synchronous Class Discussion |
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Week 9 |
Module 8: Putting it all together
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Details of the Module format are as follows:
- Objectives—Each Module will start by articulating the objectives for that Module. The objectives will list anticipated learning for the topics that will be addressed in each Module.
- Warm-up Activities—Warm-up Activities are designed to help to create a community of learners within this course, to understand each other’s perspectives, and to engage in a discourse. Warm-up Activities will be posed at the start of each Module as a query or a scenario to get us thinking about the topic as a group. You will post your own insights, observations, and respond to students’ posting. Graded.
- Learning Activities—Learning Activities serve as instructional content for the module topics. (Example: Viewing/listening to PowerPoint slides; Readings, Assignments, Targeted Website Browsing, Creating your own library of resources.)
- Talk Time—Talk Time is the synchronous meeting time for the course. During this time, we will address queries and points to ponder for discussion. This live discussion will be hosted via Canvas Conferencing tools. You will be able to link to discussions directly via Canvas. Graded.
- Learner Profile and Toolkit—The Learner Profile and Toolkit is a cumulative assignment that begins by creating a student profile in Module 1, incrementally adding personalized tools and strategies drawn from each subsequent module. The purpose of this activity is to synthesize and apply course learning to your specific educational environment. Each module’s portion of the Learner Profile/Toolkit will be Graded.
- Additional Resources—Each module will include a repository of resources suggested and annotated by members of this learning community. Typically, it will include links to supplemental articles, organizations, websites. This graded assignment is an alternative to participating in the Talk Time for that module.