MEd in Curriculum & Instruction - Dyslexia Studies and Language-Based Learning Disabilities

Dyslexia Studies and Language-Based Learning Disabilities Child and Teacher image
Dyslexia Studies and Language-Based Learning Disabilities Children in class

A Groundbreaking Partnership with Landmark School

Did you know that 1 in 7 students face some type of learning disability? Roughly 85% of these students struggle with reading - and 5-15% have dyslexia. Others deal with dyscalculia, dysgraphia, expressive language disorder and auditory and visual processing disorders.

Teaching language-based learning disabled (LBLD) students requires specialized methods and approaches - many of which you won’t learn in a traditional master’s in education program.

SNHU is pleased to introduce the first-ever online program to help students who struggle with reading and writing succeed in elementary to high school, college and beyond: the SNHU online MEd in Dyslexia and Language-Based Learning Disabilities.

This new 33-credit (11-course) concentration within our popular Curriculum & Instruction program is a joint partnership with Landmark School, a renowned leader in the field of serving, educating and empowering LBLD students in elementary, middle and high school.

Demystify Language-Based Learning Disabilities

By concentrating in the online MEd in Dyslexia Studies and Language-Based Learning Disabilities, students will learn how to cultivate academic success in K-12 children with language-based learning disabilities such as dyslexia. You will discover how to apply innovative, highly structured practice and research-based approaches to heighten school-aged students’ executive function, information-processing skills, oral and written expression levels, social-emotional confidence and ability to self-advocate.

Courses will center on how students with LBLDs learn, self-regulate and benefit from tailored instruction. 

Please note: This is a master’s only pathway program that does not lead to initial teacher licensure, New Hampshire curriculum administrator endorsement, or prepare you to become a Landmark specialist.

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% of its graduates attend college - over 30% 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.

Why an SNHU Online MEd in Dyslexia and Language-Based Learning Disabilities?

  • Learn at your own pace with this specialized program offered fully online 
  • Learn from the best (currently certified teachers from Landmark School have helped design, develop and are teaching each course online at SNHU) 
  • Position yourself for career growth as a teacher
  • Satisfy the professional development coursework needed each year to renew teacher licenses

Careers - MEd in Dyslexia and Language-Based Learning Disabilities

The MEd program in partnership with Landmark School is designed for both currently certified teachers and educators already leading in the area of curriculum and instruction.

Examples of education professions include trainers, librarians, guidance counselors, museum educators/docents, community-based educators for diet, health, safety and environment, curriculum developers, assessment administrators, program evaluators, learning center tutors and language trainers.

Teaching is a growing industry. According to the Bureau of Labor Statistics, the field is expected to boom 17+ percent from 2010 to 2020 for kindergarten, elementary and middle school teachers and 7+ percent for high school teachers. Similarly, the need for special education teachers is growing at a rate of 17%.

Curriculum and Instruction (MEd) Required Courses

EDU-520: The Educator Researcher
This course provides an introduction to methods of educational research. These methods encourage educators to be action researchers in their own classrooms, school districts, and/or communities to improve teaching and learning practice. Students will become familiar with purposeful quantitative and qualitative research designs to develop an increased understanding of the issues, both theoretical and practical, arising through the research process. An emphasis will be placed on understanding, interpreting, and critiquing educational research and developing research proposals.
EDU-533: Learning through Technology
In this course, students will develop the knowledge and skills to use technology to enhance student learning and achievement. This course also introduces students to learning targets (standards/outcomes) and a general model of curriculum development, implementation and assessment.
EDU-547: Curriculum Development
This course is a comprehensive, practical basis for preparing school administrators and teachers to be knowledgeable, creative and effective curriculum designers. Readings will provide students information about the importance and relevance of good curriculum design. The primary focus of the course will be on the study and use of UBD (Understanding by Design). Students will develop a working model of a curriculum unit using the UBD framework.
EDU-550: Educational Assessment
This course builds assessment competency by analyzing recent trends in assessment for evaluating and documenting student performance and progress toward desired outcomes. Students examine the uses of assessment at the individual, class and school levels; including New England Common Assessment Data. Students will select and design assessments suitable for instructional decisions that support planning develo9ping curriculum, and making recommendations for instructional improvement. Students will interpret and communicate the results of both externally produced and teacher-produced assessment for a variety of audiences. Students will describe valid grading procedures and discuss ethical issues linked to assessment methods and uses of assessment information.
EDU-555: Student Centered Curriculum/Instruction
The course will emphasize the teacher's critical role as a designer of student learning and will address how a curriculum built on the goal of student understanding using differentiated instruction can provide teachers with more specific teaching targets. The focus of this course is on the connections between Understanding by Design (UBD) and Differentiated Instruction (DI) as well as the use of standards of Universal Design for Learning (UDL) in the planning and delivery of curriculum for all types of learners.
Prerequisites:
EDU-547
EDU-582: Educational Factors of Diversity
This course examines a variety of factors that affect academic achievement for today's students from birth through the high school level. Students will examine diversity through the lens of race/ethnicity, language, economics, and academics. Culturally responsive teaching practices, including issues such as gender, ability, class, socio-economic status, sexual orientation, and cultural pluralism will be examined.
EDU-610: Ethics and School Law
The primary goal of this course is for the student to develop awareness of ethical, professional and legal issues pertinent to educational settings. These issues include, ethical decision making processes, legal mandates related to education and special education, professional relationships, confidentiality, supervision, conflict of interest, boundaries and diversity. Additionally, we will discuss obstacles that relate to the provision of educational services in the school and with children and their parents in general.
EDU-775: Practicum in Curriculum and Instruction
Students are required to develop and implement two products and/or experiences and document a leadership role in the area of curriculum. Students complete a detailed proposal or plan of study on their goals, product(s), audience, follow-up, etc. for this practicum. The purpose of this practicum is to encourage the teacher as researcher and leader in curriculum development and encourage the integration and application of course work. The practicum is completed during the semester under the supervision of a school district administrator and the student's advisor.
Prerequisites:
EDU-547

Dyslexia and Language Based Learning Disabilities Concentration

SPED-610: Executive Function and Study Skills
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.
SPED-630: Expressive Language-Skills and Writing
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.
SPED-635: Reading Interventions for Students with LBLD
This course provides a survey 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 diagnosis 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, decoding patterns, and sound-symbol relationships that improve reading fluency.

Admission Requirements

Acceptance decisions are made on a rolling basis throughout the year for our five graduate terms. You can apply at any time and get a decision within days of submitting all required materials. To apply, simply contact an admission counselor, who can help you explore financial options.  Your counselor can also walk you through the application process, which involves completing a graduate application ($40 fee) and providing undergraduate transcripts.

Candidates must also submit an acknowledgement form and professional resume.

University Accreditation

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Contact Us
 
Admissions

Phone: 888.387.0861
Email: enroll@snhu.edu