BEGIN:VCALENDAR
VERSION:2.0
PRODID:icalendar-ruby
CALSCALE:GREGORIAN
X-WR-CALNAME:Distinguished Lecture Series: Critical Issues in Learning Diff
 erences
X-WR-TIMEZONE:Pacific Time (US & Canada)
BEGIN:VEVENT
DTSTAMP:20260717T165152Z
UID:tag:localist.com\,2008:EventInstance_47810986032140
DTSTART:20241112T233000Z
DTEND:20241113T020000Z
DESCRIPTION:This event is part of the Distinguished Lecture series of the i
 nitiative on Learning Differences and the Future of Special Education at t
 he Stanford Accelerator for Learning. Our goal is to promote interdiscipli
 nary conversations among scholars about learning research with students wi
 th disabilities. This will be an interactive event in which the speakers w
 ill share insights from their research and engage in conversation with eac
 h other to explore potential cross-pollinations.\n\nAbout the Lecture: Spe
 akers\n\nMechanisms for Accelerating Literacy Learning\n\nAdrea Truckenmil
 ler\, Associate Professor\, College of Education\, Michigan State Universi
 ty\n\nThe use\, misuse\, and usefulness of assessments in schools are a si
 gnificant concern for educators\, families\, administrators\, and policyma
 kers. Dr. Truckenmiller will introduce an innovative assessment designed t
 o directly inform more equitable and socially just writing instruction\, e
 specially for students with dyslexia\, developmental language disability\,
  and written language disabilities. Identifying content of the writing ass
 essment and associated instructional decisions involved careful attention 
 to defining the goals of writing instruction\, evidence-based practices\, 
 updated theory on how writing develops\, and teasing apart practices that 
 promote students climbing the social ladder versus practices that maintain
  power differences. Dr. Truckenmiller will discuss the results of three st
 udies of this assessment and the opportunities for future research on cons
 equences of instructional decisions\, usability\, implementation\, and sus
 tainability. This continued research needs perspectives that reach across 
 professional silos.\n\nOrienting to Student Sense Making and Access in Mat
 hematics Education\n\nKatherine Lewis\, Associate Professor\, College of E
 ducation\, University of Washington\n\nStudents with disabilities often do
  not experience meaningful and accessible mathematics instruction. In this
  talk\, Dr. Lewis focuses specifically on students with mathematics disabi
 lities (i.e.\, dyscalculia). These students have a neurological difference
  in how their brains process numerical information. Unlike most research w
 hich focuses on identifying deficits in these students’ speed or accurac
 y\, Dr. Lewis explores how mathematical tools and representations are not 
 equally accessible. The work takes an explicitly anti-deficit theoretical 
 stance and documents the understandings these students rely upon and the i
 naccessibility they encounter. The talk will share findings from multiple 
 case studies of students with dyscalculia to animate these findings and di
 scuss the ongoing challenges in translating this work to practice while na
 vigating incommensurate epistemological and pedagogical frames within the 
 mathematics education and special education communities. Finally\, Dr. Lew
 is offers some recommendations for bridging this divide which involve cent
 ering the expertise and sense making of students with disabilities and foc
 using on meaningful engagement with mathematics through accessible tools a
 nd practices.
GEO:37.42462;-122.166982
LOCATION:CERAS (Center for Educational Research at Stanford)\, CERAS 101 (L
 ecture) / Lobby (reception)
SUMMARY:Distinguished Lecture Series: Critical Issues in Learning Differenc
 es
URL;VALUE=URI:https://events.stanford.edu/event/distinguished-lecture-serie
 s-critical-issues-in-learning-differences
CATEGORIES:Lecture/Presentation/Talk
CATEGORIES:Social Event/Reception
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