Conference Explores Latest Research on Learning Differences

More than 300 students, researchers, teachers, and scholars gathered at HGSE last weekend to explore the most pressing issues related to learning differences. The 21st annual Learning Differences Conference, cosponsored by the Research Institute for Learning and Development (ResearchILD) and HGSE's Program in Professional Education, featured over 20 experts addressing topics ranging from strategies for motivating struggling learners to methods for assessing executive function.

Many kids in the information age are using the Web and Internet resources, but don't know how to organize or prioritize the complex information and apply it to their schoolwork.

The conference was cochaired by Lynn Meltzer, associate in education at HGSE and director of assessment and research at ResearchILD, Tom Hehir, professor of practice and director of the School Leadership Program, and Kurt Fischer, Bigelow professor and director of the Mind, Brain, and Education Program.

Meltzer explained that executive function involves the processes-organizing, planning, prioritizing, shifting flexibly, self-monitoring, and checking-that are a prerequisite for lengthy writing assignments, reading comprehension, long-term projects, studying, and taking tests.

The conference included cutting-edge work on assessment and teaching strategies that address executive function processes and their impact on academic performance and organizational skills.

"Many kids in the information age are using the Web and Internet resources, but don't know how to organize or prioritize the complex information and apply it to their schoolwork," Meltzer said. "It's become a challenge and teachers and special education teachers are feeling overwhelmed."

Administrators, superintendents, principals, and special education teachers from all over the world attended the conference, which included participants from as far as India, Australia, South America, Holland, and England.

"There's a need for cutting-edge information so people can feel that they understand current theory and research in education," Meltzer said. "Then, they can return to their schools and use the techniques that they learned at our conference with their students."