Skip to Content
COVID-19 Update: Read latest guidance for Fall 2021 campus residential programs.

Academic Strategies and Executive Function Supports for Students With LD, ADHD, and Autism

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

Course Learning Objectives

CEC Advanced Preparation Standard

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

2. Discuss current evidence-based findings in the field, and Landmark College’s approach to addressing executive function challenges among diverse learners.

3.1, 3.2, 3.3

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
3.2, 3.3, 3.4 4.2, 4.3

4. Identify evaluate, adapt, and apply the Landmark College (LC) model of EF supports geared towards meta-cognitive awareness and self-determination.

4.1, 4.2, 4.3

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
5.3, 5.4

6. Evaluate their own professional development within the context of this course with respect to practical applications and lessons learned.

6.0, 6.2, 6.4

Module Topic Outline

Week 1

Module 1: Framework for Design

  • Introductions
    • Creating an online learning community
    • Considerations for designing and introducing academic strategies
      • Cognitive Load Theory
      • Executive Function
         – Working Memory
         – Processing Speed
      • Language Processing
    • Create a Learner Profile

Week 2

Module 2: The EF-Friendly Classroom

  • Executive Function (EF) challenges in the classroom for students with LD/ADHD/ASD
  • Designing an EF-friendly classroom
    • Principles
    • Practices
  • Learner Profile and Toolkit: Ideal classroom environment

Synchronous Class Discussion

Weeks 3

Module 3: Scaffolding Academic Reading

  • Cognitive challenge of reading
  • Active Reading strategies
  • Critical Reading strategies
  • Technology to support reading
  • Learner Profile and Toolkit: personalized reading strategies

Week 4 & 5

Module 4: Scaffolding Academic Writing

  • Cognitive challenge of writing
  • Supporting growth of student metacognition
  • Scaffolding writing process
  • Explicit instruction in written forms and conventions
  • Technology to support writing
  • Learner Profile and Toolkit: personalized writing strategies

Synchronous Class Discussion

Week 6

Module 5: Scaffolding Note-taking

  • Cognitive challenge of taking notes
  • Research on note-taking
  • Visual and text-based note-taking strategies
  • Note revision strategies
  • Technology to support note-taking
  • Learner Profile and Toolkit: personalized note-taking strategies
  • Final Project Preview: select topic and format

Synchronous Class Discussion

Week 7

Module 6: Scaffolding Studying and Test Preparation

  • How memory works: principles for effective study
  • Individualizing study routines
  • Capitalizing on social learning: effective study groups
  • This is a test: Coping with test anxiety and other strategies
  • Learner Profile and Toolkit: personalized study and test prep strategies

Synchronous Class Discussion

Week 8

Module 7: Scaffolding Math

  • Cognitive challenges of math: dyscalculia and other issues
  • Strategies for math conceptualization
  • Strategies for math procedures
  • Learner Profile and Toolkit: personalized math strategies

Synchronous Class Discussion

Week 9

Module 8: Putting it all together

  • Looking back: synthesizing course learning
  • Final projects: applying course learning
  • Course evaluation survey

Details of the Module format are as follows:

  1. 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.
  2. 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.
  3. 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.)
  4. 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.
  5. 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.
  6. 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.

Learn more about Landmark College’s certificate program in Learning Differences and Neurodiversity

Certificate Program Overview

Course Descriptions

Certificate Program FAQ


Still have questions? Give us a call or email us at:

Landmark College Institute for Research and Training
(802) 387-1662


Subscribe to our mailing list

* indicates required

View previous campaigns.

Back to top