Course Listing

Courses

Instructing English Language Learners with Learning Disabilities (DESE)

If you are unable to add this course to your “cart” in order to register, then it is unfortunately full. If you are interested in being added to the wait list, please email us with your 1) Name 2) Email 3) Phone Number 4) District & Title at outreach@landmarkschool.org. Please note that this course is only available to public school educators as it is being funded by the Massachusetts Department of Elementary and Secondary Education.

 

3 graduate credits available

This course provides educators with an overview of language development and second language acquisition with a specific focus on English Language Learners (ELLs). It addresses the distinction between language differences and disorders, with a particular emphasis on language-based learning disabilities (LBLD). As a result of the learning experiences in this course, participants will be more competent in their ability to:

  • Identify the federal and state regulations in place to ensure the appropriate evaluation and instruction of students who are dually identified as being ELLs and having learning disabilities
  • recognize effective culturally and linguistically appropriate evaluation procedures and assessment measures
  • implement a variety of instructional strategies to support ELLs across all content areas using principles from universal design for learning (UDL)

 

Course Dates and Location:

BEST WESTERN Royal Plaza Hotel & Trade Center
181 Boston Post Road West
Marlborough, MA 01752
HYBRID COURSE
(Online AND In-Person)

October 12, 2018: 8:30 a.m. to 4:30 p.m. (7.5 hours of coursework)
with 37.5 Additional Hours of Online Coursework

Please note that attendance at both the in-person and online portions of the course is required to be awarded PDPs and/or graduate credits.


Instructor: Linda Gross, SLP

45 PDPs Cost: Free

67.5 PDPs if taken for 3 Graduate Credits: additional fee of $165 required on first day of course, payable via credit card or check to Landmark School Outreach. 

There are no required books for this course.

Registration: This course is limited to 30 participants. Register today to reserve your seat!

For more information contact us at:
The Landmark School Outreach Program
Email: outreach@landmarkschool.org

Phone: 978-236-3216

 

Course Content

The course is divided into six modules over 10 weeks. (Though participants may work ahead of the specified course pace, this 3-credit course includes specific deadlines for each individual module.)

  • Language Acquisition: This module presents an overview of language acquisition, including specific language parameters (phonology, morphology, syntax, semantics, and discourse). It also introduces the typical stages associated with second language acquisition.
  • ELLs with LBLD: This module identifies common signs of language-based learning disabilities and explains the importance of differential diagnosis for ELLs.
  • Assessment: This module presents legal regulations that must be considered when evaluating ELLs. It also outlines the difference between formal and informal measures and identifies specific tools for evaluation.
  • Cultural Considerations:  This module explores the importance of getting to know ELLs and outlines ways to learn about students’ cultural background and experiences to support academic success.
  • Instructional Frameworks: This module outlines specific instructional frameworks, such as Structured English Immersion (SEI), to support ELLs in the classroom and explains the difference between social and academic language.
  • Instructional Strategies: This module outlines the six Landmark Teaching Principles™ and how the implementation of these instructional strategies can support ELLs with LBLD in the areas of listening, speaking, reading, and writing.

Each module will follow the same basic outline:

  • Presentation of key information about the topic
  • Explanations of the impact in the classroom
  • A quiz to assess learning
  • Opportunities to discuss and reflect on course content with peers
  • A summation of the module followed by a reflection to synthesize concluding thoughts
  • A reading assignment followed by the completion of a reflective assignment connecting theory to practice

Specific Assignments:

  • 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.  
  • Assignments: The assignments will require participants to complete additional readings and view videos in order to complete reflective assignments connecting theory to practice. Submissions will be assessed using specific rubrics.
  • Concluding Thoughts: These tasks require participants to synthesize three key takeaways from the module and will be assessed using specific rubrics.

Course Information

Credits
45 hours/PDPs, 3 graduate credits (for an additional fee)
Dates/Time Price
October 12, 2018
8:30am - 4:30pm in-person
Plus 10 weeks of online instruction ending on Friday, December 21, 2018
$0

Registration is unavailable at this time.

Teachers Say...

"This course provides a strong foundation for understanding English Learners, the complexity of language and the intersection with special education as well as practical and concrete tools for working with this special and complex population. I highly recommend it!”

Anna Lugo
ENGLISH LANGUAGE EDUCATION DIRECTOR

About the Instructor

Linda Gross

Linda is a certified speech-language pathologist who has been practicing since 1988. Throughout her career, she has worked in clinical and public school settings evaluating and treating individuals with a variety of communication disorders. Linda joined Landmark High School as the expressive language program director in 1994, transitioning into a consultation role in this program in 2003. Linda has also been a Landmark Outreach Program faculty member since 1996, consulting to public schools, as well as teaching face-to-face and online graduate-level courses. Her expertise is in child and adolescent expressive language disorders with a particular focus on social communication skills.

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