Webinars

As we all know, many students with disabilities do not register with postsecondary disability services offices. One common explanation for lack of registration and disclosure is that students with disabilities are uncertain about how to register/disclose. Disability services websites are gateways for enrolled and prospective students seeking information about disability-related accommodations, services, and policies at colleges and universities. Based on three recent national studies, the presenters have identified significant gaps in information presented about disability services and programs on institutional websites. Join us for a discussion of how we can improve our disability services websites and hear tips and suggestions for better reaching students with disabilities.

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

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Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.

Description: Students struggle in the classroom for a wide range of reasons and often due to factors that are irrelevant to a particular lesson’s learning goals. These barriers to learning are often subtle and are rarely obvious to those who don’t experience them personally. This webinar will introduce some of the most common unnecessary cognitive loads faced by students with disabilities and other struggling learners. Participants will gain an understanding of how these loads impact student performance and learn about some strategies that can be used to reduce those loads and improve learner performance.

This webinar is free to watch!

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Presenter: Adam Lalor, Ph.D.

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Are you interested in supporting students with learning differences during the college search process? In this presentation a former admission officer (and a current Landmark College Institute for Research and Training staff member) will discuss tips that you can use to assist your students with learning differences as they face common college search obstacles.

Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.

Manipulatives are commonly used in elementary education to introduce concepts to students in the math and science classroom, but as students progress in their education these tools are typically phased out. This session will provide a framework and some examples for the use of manipulatives to support struggling learners at the secondary and postsecondary levels. Participants will learn how they can facilitate students developing a better understanding of key concepts and gaining proficiency in computation in these STEM disciplines.

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Presenter: Rick Bryck, Ph.D.

We 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”), 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 domains of EF (activation, inhibition, and working memory) will be demonstrated in this webinar.

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Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.

Why do students with a wide variety of strengths and challenges struggle with math content? Why do students perform well in some mathematics courses but not others? Can students with math-specific LD achieve proficiency or even mastery in math? This webinar will explore the various cognitive barriers that cause students with LD, ADHD, and ASD to struggle in math and science classrooms. Attendees will learn ways to support students outside the classroom in order to improve their academic performance. This session is designed for instructors and academic support staff and does not assume expert knowledge of mathematics.

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Presenter: Cyrus Shaoul, Ph.D.

Have you ever seen a student exhibit emotional, self-sabotaging and seemingly irrational behaviors when faced with academic stress? Poor emotion regulation is often found in students with learning differences. Intense emotional states, such as anxiety, can profoundly influence key cognitive processes that, in turn, can severely hamper learning. Negative classroom experiences associated with poor emotional regulation can lead students to dropout of school. This webinar covers current scientific understanding of the neuro-biological processes of emotion-cognition regulation and how they impact behavior. We will focus on practical ideas and best practices as we delve into emotion regulation strategies, particularly one of the most promising and teachable strategies, cognitive reappraisal.

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Presenter: Linda Hecker, M.Ed.

This webinar addresses the puzzling question of what makes learning a second language extraordinarily difficult for some students. It explores the research literature on issues such as:

• What is the cognitive basis of language learning: how do language, memory and attention interact?
• Why do at-risk students fail foreign language classes?

The webinar will examine these questions by presenting the latest thinking about a theoretical framework that explains second language learning difficulties in cognitive terms. The session includes simulations of second language learning difficulties designed to give instructors insights and empathy for students’ challenges. It also proposes recommendations for effective second language instruction based on research, literature review, and nearly 30 years of classroom practice developed in Landmark College’s highly successful Foreign Language programs. It includes suggestions for structuring Foreign Language programs and for specific classroom approaches and materials.

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Presenter: Linda Hecker, M.Ed.

This webinar explores the specific impact of executive function difficulties on academic reading, including reading stamina, volume reading, and critical reading. We will offer instructional strategies to improve reading comprehension and retention, focusing on informational text. Both traditional multi-sensory approaches and technology tools will be considered as ways to support more efficient reading.

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Presenters: Manju Banerjee, Ph.D.
Richard Bryck, Ph.D.
Susan Grabowski

In recent years, there has been growing excitement around research by Carol Dweck and colleagues that demonstrates a shift in “mindset” from a fixed to a growth mindset can promote positive learning outcomes. The implications of this research are tremendous, ranging from new student orientations and disability service student intakes at the postsecondary level to writing IEPs at the secondary level. Drawing on our own experience in conducting a mindset shift intervention with at-risk high school students during a three-week transition to college program (2015), we will share research findings and insights on ways to implement elements of the “mindset framework” in classroom teaching, disability service student intake, writing IEPs, and more.

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Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.

Creating a useful outline for academic writing is a difficult task for many students, particularly those with executive function difficulties and language-based learning disabilities. Many students don’t know where to start and how to organize their thoughts. Mind Mapping Apps provide a powerful solution that helps students translate their ideas into a visual format that is easy to manipulate.

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