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Understanding Students With Dyslexia – 10 Weeks – Fall Online 2021

3 graduate credits provided by Colorado State University – Pueblo.
Cost includes graduate credit fee.

This course will help you:

• Define the term dyslexia and debunk myths associated with the learning disability 
• Understand the neurological origins of learning challenges for individuals with dyslexia 
• Gain awareness of common co-occurring learning challenges among students with dyslexia, such as dyscalculia and dysgraphia 
• Explore general best-practice instructional strategies to support students
• Build an understanding of the state and federal statutes that are in place to support students with dyslexia 
• Consider alternative perspectives of learning disabilities
• Understand assessment procedures and types of assessments utilized to identify students at risk for dyslexia and to diagnose dyslexia

The course is divided into the following self-paced modules:

• Module 1: Definition of dyslexia and other related learning disabilities
• Module 2: Neurological origins and manifestations
• Module 3: Comorbidity of dyslexia and other challenges
• Module 4: Overview of general best classroom practices
• Module 5: Special education laws 
• Module 6: Alternative social perspectives 
• Module 7: Assessment overview: screening and diagnosis

Each module will follow the same basic outline:

• Reading of course content followed by a group discussion
• A reading of additional course content followed by a brief quiz 
• A viewing of additional resources followed by a related application assignment
• An opportunity to submit concluding thoughts/reflection responses about the relevance of the course content
• A variety of readings followed by a reflective assignment

Specific Assignments:

• Pre and Post-Assessments: These ungraded questionnaires will be completed at the beginning and end of the course in order for participants 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 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.  
• Application Assignments: The assignments in each module will require participants to apply their understanding of course content to follow the assignment directions and use examples provided as a guideline for format length, and quality of writing. These tasks will be assessed using specific rubrics.
• Concluding Thoughts/Reflection Responses: These tasks require participants to briefly synthesize takeaways and/or make connections between course content and will be assessed using specific rubrics.
• Reading and Reflection Assignments: These tasks involve additional reading assignments followed by the completion of a reflective assignment connecting theory to practice. Submissions will be assessed using specific rubrics.

REQUIRED MATERIALS

Mullaly Hunt, L. (2015). Fish in a tree. New York, NY: Puffin Books.

Redford, J. (Director). (2012). The Big Picture: Rethinking Dyslexia [Documentary]. KPJR Films.

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