Recent advances in brain, learning and medical sciences, data science, assistive learning technologies, and inclusive pedagogical practices are creating opportunities to advance new educational approaches for all learners, particularly those with diverse learning needs. In response, the Stanford Accelerator for Learning has formed the initiative on Learning Differences and the Future of Special Education, an interdisciplinary project to advance innovations in training, research, and practice to support learners with disabilities.

About the Distinguished Lecture

The Learning Differences Initiative is hosting national scholars who work on questions of inclusive education to advance a transformative vision for the field. The lecture will challenge our ideas and intentions for future learning, research, policy initiatives, and community partnerships. The conversation will focus on (a) teaching, learning, and life beyond school; (b) policies, institutional alignment, and the workforce; (c) neuroscience, data, and technology; and (d) law, ethics, and cultural contexts for learning in diverse settings, cultures, and public spaces.

We hope this will be a meaningful, productive engagement of interdisciplinary scholars to advance a creative and ambitious vision and research agenda.

Meet the Speakers

Adrea Truckenmiller

Dr. Truckenmiller conducts research in the Special Education and School Psychology programs at Michigan State University and co-developed the Multi-Tiered Systems of Support (MTSS) MA degree program. Prior to coming to MSU, she directed research in developing literacy screening assessment and professional development at the Florida Center for Reading Research and Regional Education Laboratory Southeast. Prior to that, she was a coach for district-wide positive behavior support and MTSS at the Devereux Center for Effective Schools. Dr. Truckenmiller currently collaborates with school districts to improve decision-making based on writing and reading assessment within a MTSS framework to ensure that all students receive equitable access to evidence-based instruction according to their strengths and needs. Her accomplishments include over $5 million in extramural grants and contracts, more than 25 peer-reviewed publications, and service on several school psychology editorial boards, reading journal editorial boards, and the Lexia Educational Leadership Council.

Katherine Lewis

Dr. Lewis is a researcher and educator who is fundamentally concerned with designing accessible educational contexts – particularly for students with disabilities. An associate professor at the University of Washington, Dr. Lewis’ primary line of research is focused on students with mathematics learning disability (i.e., dyscalculia). These students have a neurological difference in how their brains process numerical information that leads to significant difficulties learning and doing mathematics. Unlike most research on mathematics learning disabilities, her work rejects the deficit model and adopts a disability studies approach, in which individuals are not disabled by their physical, sensory, or neurological differences, but by inaccessible spaces and contexts. Her research sits at the intersection of mathematics education and special education and begins to address the epistemological, theoretical, and pedagogical divides that have historically separated these fields.

—

The talk will be from 3-4:30 pm, followed by a wine & cheese reception from 4:30-5:30.

Please register to help us reduce waste and work towards sustainable event planning.