Learning differently requires teaching differently. As an increasing number of teachers, administrators, parents and caregivers will attest, students with language-based learning disabilities (LBLD) require specialized, deliberate instructional planning and techniques. LBLD students can't thrive without it.
In a groundbreaking partnership with Landmark School, Southern New Hampshire University offers an online Dyslexia and Language-Based Learning Disabilities Graduate Certificate for educators who want to better understand the different facets of various LBLD learning processes. Explore the renowned Landmark School's Six Guiding Principles™ that help students, grades 2-12, with language-based learning disabilities achieve academic and social success. Landmark's practical and effective strategies will help you reach and empower your students with LBLD. They are valuable tools for traditional teachers as well.
Please note: This graduate certificate does not lead to initial teacher licensure, administrator endorsement or prepare you to become a Landmark specialist.
The graduate certificate in dyslexia studies online is the ideal tool for teachers, trainers, librarians, guidance counselors, museum educators/docents, community-based educators, curriculum developers, assessment administrators, program evaluators, learning center tutors and language trainers. It is also geared to help parents understand and advocate for a child who has been diagnosed with LBLD.
In just 15 credits, you'll gain insight into the minds of students who struggle to process written and verbal language. Develop the skills you need to help the 1 in 7 American children who have some type of learning disability (85 percent of individuals with learning disabilities struggle with reading). In turn, you'll help young people gain the self-confidence critical to "making it" in school, college and beyond.
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning your graduate certificate in dyslexia studies online at SNHU include:
About Landmark School
Landmark School was founded in 1971 with the goal of educating students whose reading, writing, spelling and mathematical skills did not match their thinking and problem-solving capacities. Most called these children dyslexic or learning-disabled. The school’s founder, Charles "Chad" Drake, saw their promise and called them bright and capable.
Landmark currently educates 450 students on two campuses in Massachusetts. The school boasts a faculty and staff of more than 300 and is recognized internationally as a leader in understanding and catering to those with language-based learning disabilities. Landmark teachers understand the dramatic range in learning differences and tap into each student's intelligence. They uncover hidden talents, remediate skill deficits and teach students how to learn, ask questions and self-advocate. As a testament to Landmark School's effectiveness, 92 percent of its graduates attend college - more than 30 percent higher than the national average.
For nearly 40 years, Landmark's Outreach Program has provided professional development programs and in-school consulting for educators across the country.
The dyslexia studies graduate certificate, in partnership with Landmark School, is designed for both currently certified teachers and educators already leading in the area of curriculum and instruction and interested in becoming an LBLD or dyslexia specialist. While job growth varies by region, teaching is an in-demand occupation. According to the U.S. Bureau of Labor Statistics, employment of kindergarten, elementary and middle school teachers is projected to increase by 12 percent through 2022, while job growth for high school and special education teachers will increase by 6 percent.
Candidates must also submit a professional resume.
Graduate certificate seekers are required to complete five courses that focus on how students with LBLD process information, express knowledge, respond to appropriate instructional models and exemplars, and learn to advocate for their own learning.
Students with language-based learning disabilities often struggle with the cognitive and self-regulating tasks associated with executive function. These tasks range from organizing time, materials, information; preparing for work, managing frustration, accessing memory and self-monitoring one's progress and work. This course introduces educators to research-based strategies that increase and improve executive function through the use of effective study skills. While the course will explore relevant research on language-based learning disabilities and executive function, the emphasis will be placed on the practical teaching skills drawn from Landmark's Six Teaching Principles. These principles, which will be integrated throughout the course, encourage teachers to provide structured opportunities for students to achieve success, use multiple instructional modalities, create skill-based micro unit tasks, ensure student skill automatization through practice and review, provide models, and include the student in the learning process.
This course focuses on the strategies and skills for supporting expressive language skills for students with dyslexia and other language-based learning disabilities, primarily for writing. The course introduces the concepts of scaffolding the writing process, using a hierarchy of skills to build appropriate foundational skills sets, and understanding the hidden demands of writing for students with language-based learning disabilities. Students in this course will draw from relevant research on expressive language arts to develop practical teaching strategies for their own learning environments.
This course provides an overview of effective reading interventions drawn from research-based practice for students with dyslexia and other language-based learning disabilities. Students in the course will integrate appropriate assessment strategies, engage with the current research analyses on reading and language-based learning disabilities (LBLD), and develop practical strategies for supporting learners in developing the phonemic awareness, sound-symbol relationships, and decoding patterns that improve reading fluency.
Creating a supportive, effective, and well-structured language-based classroom is a key strategy for supporting students with language-based learning disabilities, though the principles apply to effective instruction for a variety of learners. This course will provide an in-depth analysis of teaching principles and academic planning strategies implemented successfully as well as other K-12 language-based environments. Emphasis will be placed on the establishment of proper classroom resources as well as how to arrange them within the physical classroom space.
Students with language-based learning disabilities often exhibit deficits in social skills, therefore a structured approach to developing proficiency in essential social and emotional competencies becomes an important part of a teachers' skill set. This course focuses on Social and Emotional Learning (SEL) as an essential piece in student development. This course will also provide an overview of the concept of Social and Emotional Learning (SEL) derived from evidenced based instruction and research. Emphasis will be placed on developing individual strategies for students and establishing a classroom culture based on SEL practices.
Tuition rates for SNHU's online degree programs are among the lowest in the nation. We offer a 25 percent tuition discount for active-duty service members and their spouses.
*Tuition Rates are subject to change and are reviewed Annually.
$40 Application Fee, $150 Graduation Fee, Course Materials ($ varies by course)
Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies. More...