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Language-Based Learning Disabilities: Strategies for Success – 10 Weeks

We are currently in the process of updating the video content of this course and hope to be able to offer it again in 2019!

This course is also offered in a 15-hour version

3 graduate credits included in course fee.

This graduate-level professional development course addresses the specific language challenges that students with language-based learning disabilities (LBLD), such as dyslexia, face and the impact that their learning differences may have on their academic behavior.  As a result of the learning experiences in the course, participants will become more competent in their ability to:

  • identify the signs of language-based learning disabilities in students in your classrooms
  • assess each student’s strengths and weaknesses with language tasks and monitor progress
  • micro-unit the skills that are specific to both the production and processing of and oral and written language so that these skills may be taught in isolation
  • employ effective instructional strategies to help students with diagnosed learning disabilities demonstrate academic progress

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.)

  • Overview of LBLD presents an introduction to language-based learning disabilities, including information about the diagnosis of LBLD and best practices for assisting students with LBLD to develop their language skills.
  • Reading Comprehension explains the process of reading, as well as ways to aid and improve students’ comprehension of reading material.
  • Expository Writing explains the hidden demands of writing and outlines a useful 5-step process to help students express their thoughts on a topic
  • Listening & Speaking describes the expressive and receptive oral language challenges that students with LBLD face, describing additional disabilities that may be present and providing a way for educators to reconsider how they solicit student participation in class.
  • Executive Function outlines the complexity of goal-oriented behavior for students with LBLD, focusing on tangible methods to help them reach their goals.
  • Cross-Curricular Application ties the other 5 modules together by explaining the benefit of employing the same helpful strategies in every academic experience. Though no new teaching strategies are introduced in this section, participants are asked to consider how consistent application of the previously learned strategies could benefit students with LBLD.

Each module will follow the same basic outline:

  • The introduction will provide a basic overview of the main topic of the unit.
  • The definition and clarification section will provide you with important background information about the central language task covered in that unit.
  • The LBLD impact section will provide specific information about how LBLD affects the skills being covered in that course unit.
  • The strategy section(s) will explain the necessary background and steps for a specific strategy that you can employ in order to help students who struggle with language. In addition to learning valuable background information, you will also observe two different demonstrations of each strategy: one with an elementary school student and the other with a high school student.
  • The conclusion will tie together all of the information in the unit
  • The reading & reflection for each unit is where you will find the final unit assignments. This section will include reading(s) and a written assignment to tie your work in this unit together. As you begin each module, the reading and reflection will be available so that you know what type of cumulative assignment is expected of you on the due date for that module.

Specific Assignments:

  • Pre and Post-Assessments: These ungraded questionnaires will be used 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 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.
  • Concluding Thoughts: These tasks require participants to synthesize three key takeaways from the module 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.

The following text is required for the course:

Newhall, P. W. (2012).  Language-based learning disabilities.  In P. W. Newhall (Ed.), Language-based teaching series. Prides Crossing, MA: Landmark School Outreach Program.

This course was possible thanks to the support of the Oak Foundation.

See our FAQ page for specific information about our online courses.

Course Information

3 Graduate Credits
Dates/Time Price
TBD $900

Registration is unavailable at this time.

Teachers Say...

“Language-Based Learning Disabilities: Strategies for Success was the best course I have taken in a very long time. Comprehensive course content along with strategies to use now in the classroom were the motivating factors for me throughout the course. I recommend this course to teachers just starting out as well as veteran special education teachers like me looking to expand and update their teaching tool-kit.”

Jane Amaral
High School Teacher

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