Did you know that one in seven students faces some type of learning disability? Roughly 85 percent of these students struggle with reading - and 5 percent to 15 percent 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. That's why Southern New Hampshire University developed the first-ever online Master of Education in Curriculum and Instruction program with a concentration in dyslexia and language-based learning disabilities, a dyslexia master's degree online program expressly designed to help students who struggle with reading and writing succeed in elementary to high school, college and beyond.
This innovative concentration within our popular Master of Education in Curriculum and 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.
In the dyslexia master's degree online program, you'll learn how to cultivate academic success in K-12 children with language-based learning disabilities such as dyslexia. You'll 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. This program satisfies the professional development coursework needed each year to renew teacher licenses.
The dyslexia studies and language-based learning disabilities concentration 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. The MEd in Curriculum and Instruction program is ideal for licensed teachers seeking an additional endorsement or select K-12 professionals who are leading in the area of curriculum and instruction.
Students enrolled in the MEd in Curriculum and Instruction online or on campus may be eligible for New Hampshire certification as a curriculum administrator or may elect to not seek state certification. If you are interested in obtaining state certification outside of New Hampshire, check with your state's Department of Education to ensure New Hampshire certification is recognized in your home state.
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning your dyslexia master's degree 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.
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.
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement or salary benefits. View disclosure information.
The dyslexia master's degree online program, in partnership with Landmark School, is designed for both currently certified teachers and educators already leading in the area of curriculum and instruction. Roles include trainers, librarians, guidance counselors, curriculum developers, assessment administrators, program evaluators, learning center tutors and language trainers.
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.
The MEd in Curriculum and Instruction program with a dyslexia studies concentration is designed for certified teachers or select K-12 professionals who are leading in the area of curriculum and instruction. The program consists of 11 courses, including eight core education courses and three courses specific to dyslexia studies and language-based learning disabilities. Courses will center on how students with LBLDs learn, self-regulate and benefit from tailored instruction.
At SNHU, you’ll learn from the best. Certified teachers from Landmark School designed, developed and currently teach our online courses.
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.
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.
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.
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.
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.
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.
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.
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.
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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.
Tuition rates for SNHU's online degree programs are among the lowest in the nation. We offer a 30 percent tuition discount for active-duty service members and their spouses.
Application Fee ($40), Graduation Fee ($150), Books (course-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...