It is a misnomer that students with LDs and ADHD cannot be “good” at being online learners. With preparation, practice, and support, it is possible to find online college coursework rewarding and can aid students in achieving their academic goals both prior to and while in college. This presentation focuses on some of the key elements of being an independent and thriving online learner. The presentation will begin by discussing the foundational element needed when deciding to take college-level online courses whether in high school or beyond. It will explore five key skill areas that are necessary in order to find success.
Meeting/Webinar ID: 813 5841 0602
Presentation ToolKit Resources
Participants will learn some of the key elements that anyone can use in being prepared for and to be an online learner, but especially for those with LDs and ADHD. A PowerPoint of the presentation and printable infographic will be made available. Those interested in receiving an 11X14 poster of the infographic should contact the presenter directly.
About the Presenter
Ms. Mancini has over 10 years of experience in issues pertaining to disability services in higher education, was a Learning Strategies Instructor at the University of Connecticut in the Center for Students with Disabilities and was a Director of a Student Disability Services office. Currently, she is the Director of Outreach for Online Programs at Landmark College, Putney, VT, and is an Adjunct Faculty Member at the University of Connecticut, Neag School of Education where she teaches graduate-level courses in the topics of issues in disability services, disability related policy in postsecondary education, and assistive technology.
Tabitha holds a bachelor’s degree with highest honors from the University of California, Berkeley in sociology with an emphasis in disability studies. While at UC Berkeley, her honors thesis and research focused largely on self-advocacy for students with learning disabilities and ADHD in higher education. She holds a master’s degree in educational psychology with a concentration in special education from the University of Connecticut in which she focused on college transition and disability services in postsecondary education.
Tabitha’s activism has centered around academic accommodations and access to intellectual materials in libraries on college and university campuses for students with visual-based disabilities (such as blindness, ADHD, and dyslexia).