This course is exclusively for the UNDN Group. If you have been given this link by a colleague, please stay on this webpage to complete the registration process to ensure you are placed in the correct section. Please do not visit the Outreach Courses section of our website to register.

Course Credit 15 Hours/PDPs

This strategy-based course addresses the challenges faced by students with language-based learning disabilities (LBLD), primarily those identified with specific learning disabilities (SLD) such as dyslexia. 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, including deficits in the language domains of reading, writing, listening, speaking
  • identify the language skills that are specific to both the production and processing of oral and written language so that these skills may be taught in isolation
  • informally assess students’ strengths and weaknesses with language skills 
  • employ effective instructional strategies to help students with LBLD demonstrate academic progress
  • implement strategies to help students more effectively manage time, materials, and language in order to build executive functioning 
  • consider how to employ consistent strategies across grade levels and subject areas to best support students with LBLD 

The online portion of the course is divided into six, self-paced modules:

  • Overview of LBLD presents an introduction to language-based learning disabilities, including information and best practices for assisting students with LBLD to develop their language skills.
  • Reading Comprehension provides an overview of reading development, including strategies to support students’ decoding, fluency, and comprehension skills. 
  • 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 strategies to best support student engagement in class.
  • Executive Function outlines the complexity of demonstrating goal-oriented behavior for students with LBLD, focusing on tangible methods to help them reach their goals.
  • Cross-Curricular Application ties the other five modules together by explaining the benefit of employing consistent strategies in every academic experience. Participants are asked to consider how application of the previously learned strategies could benefit students with LBLD across the curricula.

Each module will follow the same basic outline:

  • The introduction will provide a basic overview of the main topic of the module.
  • The definition and clarification section will provide you with important background information about the central language task(s) covered in that module.
  • The LBLD impact section will provide specific information about how an LBLD affects the skills being covered in that course module.
  • 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.

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 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.
  • Written Reflection: This final 500-word reflection will require participants to reflect on the course content and its future application. This task will be assessed using a specific rubric.

MATERIALS

The text will be embedded in the online course.

LIVE SESSIONS

There will be three live sessions that will take place via Zoom. The Zoom information will be embedded within the online course. The live Zoom sessions are tentatively scheduled for:

Tuesday, June 4
Tuesday, July 2
Tuesday, July 30

All times are 8 am Eastern Standard Time (EST). You may use a time zone converter to convert the EST to your local time zone.