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在线培训

We do not have any online workshops currently scheduled. Please contact us if you would like to discuss the possibility of offering 一个 of our online workshops (descriptions below) to your school or organization. 

How are these trainings structured?

Each online training will be hosted on Canvas, our online learning system. Canvas works in any web browser and there are 移动应用程序 available for iOS and Android devices. A few days before the beginning of the training, registrants will receive an email with information about how to access the training in Canvas. Content is organized in modules of related topics.

Learning activities typically include:

  • short recorded video lectures with downloadable slides,
  • 可访问的 texts delving into the core concepts of the workshop,
  • video talks, presentations, or demonstrations from external 专家s,
  • additional resources, if you want to dig deeper into topics that interest you.
  • live video synchronous session(s) with training facilitator(s). We will connect live to discuss topics and engage with questions that emerge from our work together. These sessions 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. The number of live video sessions will vary based on the length of a given training.

With the exception of the live video chats, you can engage with the materials at any time from anywhere with an internet connection.

Who should participate?

专业人士 who serve middle, 高中, and college students in any capacity can benefit from our trainings. 然而, the content is geared towards supporting students who learn differently, including those with learning disabilities, 注意力缺陷多动症, 自闭症, or executive function challenges. Online trainings are designed to fit into the busy schedules of educators, 专业人士, 和父母. 

How much time will it take?

培训s vary in the number of “units” they comprise. A “unit” corresponds to about a week’s worth of material. Getting the most of out of each online training will require about 10 hours of engagement per unit of a training. A unit is structured such that participants should be able to work through 一个 “unit” over 一个 week. 然而, since we understand people have busy schedules and may not be able to finish in this timeframe, material will remain available on the Canvas site for longer than the advertised “unit” length. Typically they will remain open for at least 五个星期 从开始日期起.

Seeking a shorter learning experience? 探索我们的 小时在线研讨会.

Continuing Education Credits (CEUs)

While we don’t offer specific CEUs, participants will receive 数字徽章 that attest to participation in the online trainings and include an estimated number of hours of work involved. These can also be printed out as certificates (and/or we can assist with providing these). For many state education departments and organizations requiring CEUs, such a certificate often suffices for obtaining CEU credit—but it really depends on your particular state or organization (so we recommend reaching out to your representatives to see what is needed). We can also provide a letter of completion if needed.

 

Or for other questions, contact us at (电子邮件保护) or 802-387-1662.


过去的产品

  • 描述:

    Many educators are acutely aware that all learners are unique with different strengths, 首选项, 经历, 背景, 和需要. 然而, with all of this rich diversity, there's no way to design a perfectly-tailored educational experience for each individual student. So what's an educator to do?

    The answer lies in Universal Design--a framework that doesn't focus on perfection, but rather emphasizes designing and teaching to the edges so that the full educational experience is as optimally welcoming, 可访问的, and inclusive as can be for all learners. Through the pillars of Universal Design, this online workshop aims to provide educators with a deep understanding of UD foundations in order to focus on creating the optimum educational experience not just within, 还有外面, 教室里.

    One live video (“synchronous”) session will be held. Live sessions will focus on participant questions with facilitator answers and discussion. It will be recorded and viewable, for those not able to attend live, and/or for reviewing after the event.

    主持人: 

    艾米丽·赫尔夫特，艾德.S.

    长度: 

    1 "Unit" or approximately 10 hours of material in total (although individuals will vary in their amount of engagement and time needed to complete the workshop). 

  • 描述:

    In this online training, we will investigate the metaphor of Executive Function (EF) as orchestra conductor. 即, that EF helps increase functions that are too quiet (activation), tamps down sections that are too loud (inhibitory control), responds in the moment to changes (flexibility), and 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.

    Two live video (“synchronous”) sessions will be held (days/times TBD based on participant poll). Live sessions will focus on participant questions with facilitator answers and discussion. It will be recorded and viewable in the Canvas site, for those not able to attend live, and/or for reviewing after the event. This online workshop contains approximately 20 hours (10 per “unit” or week) of information and registrants can go at their own pace through the learning content. 

    主持人:

    里克·布里克博士.D.

    长度: 

    2 "Units" or approximately 20 hours of material in total (although individuals will vary in their amount of engagement and time needed to complete the workshop). 

  • With schools moving to online learning, many parents have found themselves taking on the role of substitute teacher at Home. It has been rewarding for some, but stressful and overwhelming for many. Taught by an LD/注意力缺陷多动症 veteran of 35 years, this event will provide you with tips and strategies on understanding the online platform, helping your student with online Homework while keeping calm, working with teachers, and understanding your student’s legal rights in online learning.

    长度: 

    1 "Unit" or approximately 10 hours of material in total (although individuals will vary in their amount of engagement and time needed to complete the workshop). 

  • 描述:

    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 高中 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, 住宿, 流程, and protocol for online learning.

    主持人:

     亚当·拉洛博士.D.

    长度: 

    1 "Unit" or approximately 10 hours of material in total (although individuals will vary in their amount of engagement and time needed to complete the workshop). 

  • 描述:

    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 一个-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 “专家” literacy skills
    3. Designing authentic writing tasks and delivering interactive writing supports.

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

     

    长度: 

    2 "Units" or approximately 20 hours of material in total (although individuals will vary in their amount of engagement and time needed to complete the workshop). 

  • 描述:

    这个词 疫情 is often used to describe the sharp increase in 自闭症 diagnoses in the U.S. The use of this term is indicative of how 自闭症 is commonly seen: a medical condition to be feared, 预防, 治疗和治愈. The concept of neurodiversity, which is at the heart of Landmark College’s approach, requires re-framing 自闭症 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 自闭症 from this perspective.

    研讨会的主题

    1. What does it mean to be autistic? Listening closely to the voices of autistic self-advocates (ASAs) will provide us with an 专家 answer to this question. We will contrast the medical model of 自闭症 with the views of ASAs and in the process explore how stigma and misconceptions of 自闭症 impact the development of a positive sense of self. Additional topics will include:
      • Disabling environments and the social model of disability.
      • 伪装 and its impact on autistic students.
      • Dual-empathy and the importance of understanding and accepting the differences associated with 自闭症.
    2. 多样性 “on the spectrum.” You may have heard the tremendous diversity associated with 自闭症 described by Dr. Stephen Shore: “If you’ve met 一个 person with 自闭症, you’ve met 一个 person with 自闭症.” This can present a significant challenge in supporting autistic students, especially because there is not 一个 way to support a group this diverse. 根据我们的经验, providing high-quality supports requires understanding the unique profile of each student. Through personal accounts, case studies and re搜索 findings we you will learn how to identify the individual strengths and challenges in seven key areas:
      • 务实的语言
      • 社会意识
      • 单值的心态
      • Information processing
      • 感觉集成
      • 重复的行为
      • Neuromotor differences
    3. Designing, adapting or applying supports. Finally we will apply what we have learned about profiles of strengths and challenges to a 案例研究练习. You will identify a student profile and an “environment.” This could be a particular classroom, 一个宿舍, 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.

    长度: 

    2 "Units" or approximately 20 hours of material in total (although individuals will vary in their amount of engagement and time needed to complete the workshop). 

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