Inclusive Learning for Liberal Arts Education: The Case of Landmark College, USA

  • Adrienne MajorEmail author
Part of the Education Innovation Series book series (EDIN)


This chapter will explore the strategies applied by Landmark College in the United States to create inclusive learning models for students with diverse learning profiles. Arguing that students with learning disabilities make up part of the discussion of diversity, it will review the types of learning disabilities served by Landmark College with a focus on how differences in learning can be supported pedagogically. It concludes by asking about the practices that assist in broadening the experience of all students within institutions of higher education.



Special thanks and appreciation are due to Kathy Burris and the Landmark College library for support in writing this chapter, for the excellence of its LD collection and to the dedicated faculty of Landmark College.


  1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.CrossRefGoogle Scholar
  2. Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. Alexandria, VA: ASCD Publications.Google Scholar
  3. Brown, T. (2005). Attention deficit disorder: The unfocused mind in children and adults. New Haven: Yale University Press.Google Scholar
  4. Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
  5. Detweiler, R. A., & Axer, J. (2012). International perspectives on liberal education. In D. Haward (Ed.), Transforming undergraduate education: Theory that compels and practices that succeed (pp. 225–252). Lanham, MD: Rowman & Littlefield Publishers.Google Scholar
  6. Fields, R. D. (2005). Making memory stick. Scientific American, 292(2), 75–81.CrossRefGoogle Scholar
  7. Fillipo, R., & Cverly, D. (2000). Handbook of college reading and study strategy research. Mahwah, NJ: Lawrence Erlbaum Publishers.Google Scholar
  8. Gerber, P. J. (2014). The impact of learning disabilities on adulthood: A review of the evidenced-based literature for research and practice in adult education. Journal of Learning Disabilities, 45(1), 31–46.CrossRefGoogle Scholar
  9. Gobbo, K., & Shmulsky, S. (2012). Classroom needs of community college students with Asperger’s disorder and autism spectrum disorders. Community College Journal of Research and Practice, 36, 40–46.CrossRefGoogle Scholar
  10. Graham, S., Harris, K. R., & Chambers, A. B. (2016). Evidence-based practice and writing instruction: A review of reviews. In C. A. MacArthur & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 221–226). New York: The Guilford Press.Google Scholar
  11. Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20–30.CrossRefGoogle Scholar
  12. Kelley, P. (2008). Making minds: What’s wrong with education and what should we do about it? London: Routledge.Google Scholar
  13. Lang, J. (2016). Small teaching. San Francisco: Jossey-Bass.Google Scholar
  14. Lang, R., Ramdoss, S., Sigafoos, J., Green, V., van der Meer, L., Tostanoski, A., et al. (2014). Assistive technology for postsecondary students with disabilities. In G. Lancioni & N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 53–76). New York: Springer.CrossRefGoogle Scholar
  15. Lopata, C., Donnelly, J., & Thomeer, M. (2017). Anxiety and ASD in schools: School-Related issues and individualized education programs. In C. M. Kerns, P. Renno, E. A. Storch, P. C. Kendall, & J. J. Wood (Eds.), Anxiety in children and adolescents with autism spectrum disorder (pp. 211–230). London: Elsevier.Google Scholar
  16. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST.Google Scholar
  17. Nicol, D. (2011). Good designs for written feedback for students. In M. D. Svinicki & W. J. McKeachie (Eds.), McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 109–124). Belmont, CA: Wadsworth, Cengage Learning.Google Scholar
  18. Oritz, I. (2004). Preface to Johns, A. M. & Sipp, M. K. Diversity in college classrooms: Practices for today’s campuses, pp. vii–xii. Ann Arbor, MI: University of Michigan Press.Google Scholar
  19. Roberts, K., Stlykygylyjova, M., & Park, H. (2015). Universal design of instruction in postsecondary education: A literature review of empirically based articles. In S. Burgstahler (Ed.), Universal design in higher education: From principles to practice (2nd ed.). Cambridge, MA: Harvard University Press.Google Scholar
  20. Rotatori, A., Bakken, J., Burkhardt, S., Obiakor, F. E., & Sharma, U. (Eds.). (2016). Special education international perspectives: Practices across the globe. Bingley, UK: Emerald Publishing Group.Google Scholar
  21. Rothman, S., Kelly-Woessner, A., & Woessner, M. (2011). The still divided academy: How competing visions of power, politics, and diversity complicate the mission of higher education. Lanham, MD: Rowman & Littlefield.Google Scholar
  22. Scanlon, D. (2012). Specific learning disability and its newest definition. Journal of Learning Disabilities, 46(1), 26–33.CrossRefGoogle Scholar
  23. Sedlacek, W. (2004). Beyond the big test: Noncognitive assessment in higher education. San Francisco: Jossey-Bass.Google Scholar
  24. Singer, J. (1999). Why can’t you be normal for once in your life? In M. Corker & S. French (Eds.), Disability discourse (pp. 59–67). Buckingham, UK: Open University Press.Google Scholar
  25. Svinicki, M. D., & Mckeachie, W. J. (2011). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth, Cengage Learning.Google Scholar
  26. U.S. Census Bureau. (2017). QuickFacts: Vermont. Retrieved from
  27. U.S. Department of Education. (2012). Profile of undergraduate students: 2011–2012: Web tables (NCES 2015-167). Retrieved from
  28. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2014). Table 6.1: Percentage of undergraduates who reported some type of disability and among those who did, the percentage distribution, by type of disability. Profile of undergraduate students: 2011–12. Retrieved from
  29. White, H. A., & Shah, P. (2011). Creative style and achievement in adults with attention deficit/hyperactivity disorder. Journal of Personality and Individual Differences, 5(5), 673–677.Google Scholar
  30. Wood, P. (2003). Diversity: The invention of a concept. San Francisco: Encounter Books.Google Scholar
  31. Zakaria, F. (2015). In defense of a liberal education. New York: WW Norton and Company.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Landmark CollegePutneyUSA

Personalised recommendations