Course Listing

Courses

Understanding Dyslexia, Dyscalculia and Dysgraphia + Instructing ELLs with Learning Disabilities – 6 Weeks – Fall 2019/Winter 2020 Massachusetts Bundle

New course Understanding Dyslexia, Dyscalculia, and Dysgraphia
November 5 – December 17, 2019

Instructing English Language Learners with Learning Disabilities
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. Both Courses Meet Massachusetts ESE License Renewal Requirements.

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.

Instructing English Language Learners with Learning Disabilities

This professional development 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)

The course is divided into six, self-paced modules over 6 weeks:

• 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 thought

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.
• Concluding Thoughts: These tasks require participants to synthesize three key takeaways from the module and will be assessed using specific rubrics.

There is not a required text for the Instructing English Language Learners 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.