Understanding Dyslexia, Dyscalculia and Dysgraphia + Executive Function: Impact on Academic Proficiency – 6 Weeks – Fall 2019/Winter 2020 Bundle 1
New course Understanding Dyslexia, Dyscalculia, and Dysgraphia November 5 – December 17, 2019
Executive Function: Impact on Academic Proficiency
January 14 – February 25, 2020
All for the price of $450 (save $140!)
Each Course – 15 Hours/PDPs, with an option to add 1 graduate credit from Colorado State University – Pueblo
Understanding Dyslexia, Dyscalculia, and Dysgraphia
This professional development course provides educators with an overview of dyslexia, dyscalculia, and dysgraphia, including well-established neurological research related to the development of reading, writing, and arithmetic.
Module 1: Defining dyslexia, dyscalculia, and dysgraphia
Module 2: Neurological origins and manifestations
Module 3: Comorbidity with other challenges
Module 4: Best practices to support students in the classroom
Module 5: Special education laws and the impact on dyslexia identification
Module 6: Reframing dyslexia, dyscalculia, and dysgraphia with a new perspective
This course will help you:
Understand the causes of reading challenges for individuals with these specific learning disabilities (SLD)
Explore related neurological research and theory
Learn best practice instructional strategies to support these students
Gain awareness of other co-existing learning and social-emotional challenges
Consider alternative views of learning disabilities by exploring cultural norms related to disabilities
The following materials are required ONLY for those seeking graduate credit for the Dyslexia course:
Schultz, P. (2011). My Dyslexia. New York, NY: W. W. Norton & Company.
Redford, J. (Director). (2012). The Big Picture: Rethinking Dyslexia [Documentary]. KPJR Films.
Executive Function: Impact on Academic Proficiency
This professional development course provides educators with an overview of the components of executive function. It covers the impacts of having both a language-based learning disability (LBLD) and executive function deficits, as well as practical instructional strategies to support students. As a result of the learning experiences in this course, participants will be more competent in their ability to:
Identify students’ executive function deficits in the classroom
Recognize how executive function deficits are compounded for students with LBLD
Implement and differentiate targeted strategies to help students to better manage language and executive function demands
Promote student success at an appropriate level of individualized instruction
The course is divided into six, self-paced modules:
Overview of Executive Function: This module presents an overview of executive function and its importance for achieving academic proficiency, particularly for students with language-based learning disabilities.
Attention and Memory: This module outlines how attention and memory impact students’ ability to achieve academic goals.
Emotion: This module covers the role of emotion in learning. It addresses how negative emotions from past experiences can interfere with students’ executive function and performance in the classroom.
Motivation: This module explores the motivational systems that guide our reactions and responses to incoming information, and the importance of motivation for achieving success in school.
Effort: This module outlines the importance of helping students feel successful as a result of the effort they put forth on tasks.
Landmark Teaching Principles: This module outlines the six Landmark Teaching Principles™ and how the implementation of these instructional strategies can support students with LBLD and executive function deficits.
Each module will follow the same basic outline:
A reading assignment followed by a short quiz
A video outlining how the module topic impacts academic proficiency followed by a discussion post
Strategy demonstration videos of Landmark School teachers employing practical instructional strategies followed by a related assignment
A summation of the module
Pre and Post-Assessments: These ungraded questionnaires will be completed at the beginning and end of the course in order to self-assess knowledge and application of course content.
Quizzes: The quizzes will assess comprehension of the content from the required reading. The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.
Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post. These tasks will be assessed using specific rubrics.
Assignments: The assignments in each module will require participants to put theory into practice as they read and follow the specific directions, and use examples provided as a guideline for format, length, and quality of writing. These tasks will be assessed using specific rubrics.
Written Reflection: This final 500-word reflection will require participants to reflect on the course content and its future application. This task will be assessed using a specific rubric.
The following text is required for all participants in the Executive Function course:
We are excited to offer an optional (1) graduate credit for each course through Colorado State University – Pueblo. Graduate credit may be added by selecting the check box labeled “Grad Credit Fee” before clicking “Register.” The cost of 1 graduate credit is $125 per course ($250 total) and may not be added after the start date of the course.
See our FAQ page for specific information about our online courses.
15 PDPs/Hours per course 1 Graduate Credit (optional for an additional fee of $125 per course)
"I found the course to be extremely helpful in understanding my students with LBLD and executive function deficiency. The strategies and questionnaires will be very useful as I go forward in trying to determine where the difficulties lie with students. Overall, I am much more informed about the needs of students with executive function deficits than many of my colleagues, and hope to share strategies with them."
Special Education Inclusion Specialist