Course Credit 15 Hours/PDPs With an option to add 1 additional credit
This 15-hour, strategy-based 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 classroom
assess each students’ 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, self-paced modules:
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
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.
Written Reflection: This final 500-word reflection will requireparticipants 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.
Newhall, P. W. (2012). Language-based learning disabilities. In P. W. Newhall (Ed.), Language-based teaching series. Prides Crossing, MA: Landmark School Outreach Program.
It can be purchased as an E-Book. For participants without the E-Book or a physical copy, the text will be provided within the course.
We are excited to offer an optional (1) graduate credit for this course. 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 and may NOT be added after the start date of the course. If you select the graduate credit option, you will be required to submit a registration form at the start of your course.
This course is offered for 1.6 ASHA CEUs (Introductory level, Professional area).
“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.”
High School Teacher
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