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Oct 28, 2026
From Definition to Practice: What the New Dyslexia Definition Means for Teachers and Administrators | Webinar Recording
Participants will learn how the new dyslexia definition differs from the previous version and what these changes mean for identification, instruction, and policy. The session unpacks key language in the definition and translates it into practical implications for screening, intervention, and family communication. Administrators will gain guidance on aligning policies with the updated definition, while
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Oct 26, 2026
Psychoeducational and Neuropsychological Evaluations Explained
Few decisions can feel more confusing for parents than being told their child may need an evaluation, only to find there are multiple types of evaluations, each with unfamiliar names and seemingly overlapping purposes. One of the most common questions families ask is: What is the difference between a psychoeducational evaluation and a neuropsychological evaluation,
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Oct 14, 2026
Landmark’s Six Teaching Principles™
Teaching Principle #1: Provide Opportunities for Success Providing students with opportunities for success is key. Failure and poor self-esteem often result when teachers challenge students beyond their ability. Landmark begins teaching students at their current level of ability. This approach improves basic skills and enhances confidence. As Landmark teachers introduce each new skill, they provide
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Oct 6, 2026
Dyslexia, Redefined: What the 2025 Definition Means for Classrooms
Definitions matter because they travel. The words we choose end up in statutes, eligibility decisions, and the conversations we have with families at the kitchen table. When the wording shifts, practice should shift with it. You can read the full 2025 definition on IDA’s website and the scientific rationale in Catts, Haynes, and Joshi (2026)
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Sep 23, 2026
Understanding IDA’s 2025 Definition of Dyslexia: Rationale, Key Changes, and Implications for Practice | Webinar Recording
In October 2025, the International Dyslexia Association adopted a revised definition of dyslexia following a multi-year process that involved more than 3,000 researchers, practitioners, parents, advocates, and individuals with dyslexia from around the world. Join Hugh Catts and Charley Haynes, co-chairs of the definition effort, to review the scientific rationale for key changes in the
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Sep 9, 2026
What is Dyslexia?
The Official IDA Definition (2025) “Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia
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Apr 10, 2026
The Impact of Executive Function and Emotion on Learning | Webinar Recording
Join Landmark Outreach lead faculty Margot Marcou as she breaks down the connection between executive function (EF) and emotion in the classroom. This session will provide an overview of EF, including a look at the impact emotion can have on learning, and the simple strategies teachers can put in place to support self-regulation in the
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Apr 9, 2026
Your New Favorite AI Thought Partner
Ellis: AI for The Classroom Children’s Health Council (CHC), based in California, shares expertise about learning differences and mental health to support youth from diverse backgrounds as they work towards reaching their full potential. As part of this mission, CHC has developed an AI tool called Ellis to help K-12 educators and specialists access evidence-based
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Mar 16, 2026
Supporting Students’ Holistic Needs: Examining Social-Emotional Learning, Mental Health, and Executive Function | Webinar Recording
Join Landmark Elementary•Middle School Director of Counseling Laura Polvinen in conversation with Landmark High School Counselor Christine Vander Werf as they examine mental health and executive function as important concepts relating to core competencies in Social-Emotional Learning (SEL).
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