Specific Learning Disorders Course

Lesson 1 • Protective Factors and Strengths

Identifies cognitive and environmental strengths commonly associated with learning disorders. Builds a strengths-based lens that informs later intervention design.

Lesson 2 • Defining Learning Disorders

Clarifies what constitutes a learning disorder versus a learning difference or disability. Sets the terminological baseline used throughout the course.

Lesson 3 • Neurological Basis of DYS Conditions

Examines brain structure and function differences underlying dyslexia, dysgraphia, and dyscalculia. Connects neuroscience to observable classroom behaviours.

Lesson 4 • Historical and Cultural Context

Traces the evolution of how learning disorders have been understood and labelled over time. Contextualises current practice within broader social and scientific history.

Lesson 1 • Developmental Milestones and Red Flags

Maps typical literacy and numeracy milestones against warning signs for DYS conditions. Enables early identification before formal assessment.

Lesson 2 • Distinguishing Disorder from Other Factors

Teaches professionals to differentiate DYS indicators from effects of language exposure, instruction quality, or sensory issues. Reduces misidentification and referral errors.

Lesson 3 • Referral Pathways and Next Steps

Outlines when and how to refer students for comprehensive evaluation after screening. Establishes clear communication protocols with families and specialists.

Lesson 4 • Conducting Classroom-Based Screening

Provides a step-by-step protocol for administering and interpreting screening results. Connects screening data to referral decision-making.

Lesson 1 • Cognitive and Academic Testing

Explains key cognitive and achievement batteries used in DYS evaluations. Professionals learn to read subtest scores and understand their instructional implications.

Lesson 2 • Assessment Frameworks and Models

Compares discrepancy, response-to-intervention, and patterns-of-strengths models. Establishes the conceptual basis for interpreting evaluation results.

Lesson 3 • Collaborative Assessment Meetings

Prepares professionals to participate productively in multidisciplinary team meetings. Covers roles, communication strategies, and family engagement during evaluation conferences.

Lesson 4 • Phonological and Language Assessments

Focuses on phonological processing, rapid naming, and oral language measures central to dyslexia diagnosis. Links assessment data to targeted reading intervention.

Lesson 1 • Vocabulary and Comprehension Support

Integrates vocabulary instruction and comprehension strategies within structured literacy lessons. Ensures learners access meaning alongside decoding skill.

Lesson 2 • Accommodations for Dyslexia

Identifies classroom and testing accommodations that reduce barriers without replacing instruction. Connects accommodation selection to individual assessment data.

Lesson 3 • Evidence-Based Intervention Programmes

Surveys major structured literacy programmes and their implementation requirements. Guides professionals in selecting programmes matched to learner profiles.

Lesson 4 • Fluency and Automaticity Building

Addresses reading fluency as a bridge between decoding and comprehension. Provides repeated reading and timed practice protocols.

Lesson 5 • Structured Literacy Principles

Defines the six components of structured literacy and their research base. Establishes the instructional framework applied throughout this chapter.

Lesson 1 • Understanding Dysgraphia Subtypes

Distinguishes dyslexic, motor, and spatial dysgraphia and their distinct instructional needs. Builds on assessment knowledge from Chapter 3 to inform intervention planning.

Lesson 2 • Handwriting Instruction Approaches

Covers explicit handwriting programmes targeting letter formation, legibility, and automaticity. Provides practice routines for both manuscript and cursive instruction.

Lesson 3 • Written Expression Scaffolding

Teaches graphic organisers, sentence frames, and planning strategies to support written composition. Reduces cognitive load so learners can focus on idea generation.

Lesson 4 • Spelling Instruction for Dysgraphia

Applies morphological and phonological spelling strategies suited to dysgraphia profiles. Connects spelling instruction to the structured literacy framework from Chapter 4.

Lesson 1 • Concrete-Representational-Abstract Sequence

Applies the CRA instructional framework to build conceptual maths understanding. Professionals practise designing lessons that move from manipulatives to abstract notation.

Lesson 2 • Number Sense and Its Deficits

Examines the core number sense deficits underlying dyscalculia, including subitizing and magnitude comparison. Establishes the instructional starting point for intervention.

Lesson 3 • Accommodations for Dyscalculia

Identifies maths-specific accommodations including calculators, graphic organisers, and extended time. Connects accommodation decisions to individual assessment profiles.

Lesson 4 • Fact Fluency and Arithmetic Strategies

Addresses maths fact retrieval difficulties with strategy-based and retrieval-practice approaches. Balances conceptual understanding with procedural fluency goals.

Lesson 1 • ADHD and Learning Disorders

Examines the high co-occurrence of ADHD with DYS conditions and its impact on intervention. Distinguishes attention-related from disorder-specific instructional needs.

Lesson 2 • Anxiety, Avoidance, and Emotional Impact

Addresses the secondary emotional consequences of unidentified or poorly supported learning disorders. Provides strategies to reduce avoidance and build academic confidence.

Lesson 3 • Integrated Intervention Planning

Synthesises assessment data from multiple domains to build cohesive intervention plans for complex profiles. Applies priority-setting and sequencing strategies across co-occurring needs.

Lesson 4 • Twice-Exceptional Learners

Focuses on learners who are both gifted and have a learning disorder, a profile often missed in identification. Balances challenge and support in instructional planning.

Lesson 1 • Reporting Progress to Stakeholders

Guides professionals in communicating progress monitoring data to families, teams, and administrators. Emphasises clarity, accuracy, and actionable reporting formats.

Lesson 2 • Data-Based Instructional Adjustments

Provides a structured protocol for modifying intervention intensity, focus, or approach based on data. Prevents stagnation and ensures responsive teaching.

Lesson 3 • Graphing and Interpreting Growth Data

Teaches professionals to create and read progress graphs with aimlines and trend lines. Connects visual data interpretation to instructional decision rules.

Lesson 4 • Principles of Progress Monitoring

Defines progress monitoring, its frequency requirements, and its role in intervention decision-making. Distinguishes it from screening and summative assessment.