Learning Disorders Course

Lesson 1 • Co-occurring Conditions

Identifies conditions that frequently co-occur with learning disorders, including ADHD and anxiety. Prepares practitioners to address complex profiles.

Lesson 2 • Types of Learning Disorders

Surveys the major categories: dyslexia, dysgraphia, dyscalculia, and related conditions. Provides a taxonomy used throughout the course.

Lesson 3 • Neurological Basis of Learning

Examines brain structures and functions involved in reading, writing, and maths. Connects neuroscience to observable learning difficulties.

Lesson 4 • Defining Learning Disorders

Covers the clinical and educational definitions of learning disorders and their diagnostic criteria. Anchors all subsequent content in shared terminology.

Lesson 1 • Standardised Testing Instruments

Reviews widely used cognitive, achievement, and processing tests. Enables practitioners to select appropriate tools for specific referral questions.

Lesson 2 • Writing Evaluation Reports

Guides the structure and language of professional evaluation reports. Ensures findings are communicated clearly to educators, families, and specialists.

Lesson 3 • Informal and Curriculum-Based Assessment

Covers observation, work sample analysis, and curriculum-based measurement. Complements standardised data with real-world performance evidence.

Lesson 4 • Interpreting Assessment Data

Teaches score interpretation, pattern analysis, and identification of discrepancies. Translates raw data into actionable diagnostic conclusions.

Lesson 1 • Strengths and Resilience in Dyslexia

Identifies cognitive strengths commonly associated with dyslexia and resilience factors. Supports a balanced, asset-based approach to intervention.

Lesson 2 • Reading Development and Breakdown

Traces typical reading acquisition and where it breaks down in dyslexia. Connects developmental milestones to early identification opportunities.

Lesson 3 • Cognitive Profile of Dyslexia

Details the phonological, orthographic, and rapid naming deficits central to dyslexia. Establishes the cognitive foundation for intervention design.

Lesson 4 • Multilingual and Cultural Considerations

Addresses dyslexia identification in multilingual learners and across writing systems. Prevents misidentification due to language background.

Lesson 1 • Structured Literacy Principles

Introduces the explicit, systematic, and multisensory principles of structured literacy. Establishes the instructional framework for all reading intervention content.

Lesson 2 • Decoding and Word Recognition

Teaches systematic phonics instruction and sight word development strategies. Builds the word-level reading accuracy essential for fluency.

Lesson 3 • Reading Comprehension Strategies

Addresses vocabulary, text structure, and metacognitive strategies for comprehension. Ensures word-level gains translate to meaningful understanding.

Lesson 4 • Reading Fluency Development

Presents repeated reading, assisted reading, and phrasing techniques. Bridges accurate decoding to automatic, expressive reading.

Lesson 1 • Handwriting and Transcription Interventions

Covers explicit handwriting programmes and keyboarding as an alternative. Addresses the transcription bottleneck that limits written output.

Lesson 2 • Understanding Dyscalculia

Examines number sense deficits, procedural weaknesses, and maths anxiety in dyscalculia. Builds the diagnostic foundation for maths intervention planning.

Lesson 3 • Understanding Dysgraphia

Reviews the motor, orthographic, and language-based subtypes of dysgraphia. Ensures accurate subtype identification before intervention selection.

Lesson 4 • Written Expression Instruction

Teaches strategies for planning, drafting, and revising written compositions. Moves beyond transcription to support higher-order writing processes.

Lesson 1 • Accommodations and Modifications

Distinguishes accommodations from modifications and matches each to specific needs. Prevents over- or under-support through precise planning.

Lesson 2 • Team Collaboration and Family Engagement

Addresses effective communication strategies for IEP meetings and ongoing collaboration. Builds the partnership skills essential for plan implementation.

Lesson 3 • Legal and Ethical Framework

Reviews the regulatory requirements governing special education eligibility and planning. Ensures practitioners operate within professional and legal boundaries.

Lesson 4 • Writing Measurable Annual Goals

Covers the components of SMART goals and benchmarks for learning disorders. Ensures goals are observable, measurable, and directly tied to needs.

Lesson 1 • Inclusive Classroom Environment Design

Addresses physical, sensory, and social-emotional aspects of inclusive classroom design. Creates conditions where learners with disorders can access instruction fully.

Lesson 2 • Differentiating Assessment and Product

Presents alternative ways for students to demonstrate knowledge and skills. Ensures assessment reflects learning rather than the disorder's limitations.

Lesson 3 • Universal Design for Learning Principles

Introduces the three UDL principles: multiple means of representation, action, and engagement. Frames proactive design as superior to reactive accommodation.

Lesson 4 • Differentiating Content and Process

Covers strategies for adjusting content complexity and instructional processes. Enables teachers to meet diverse needs within a single classroom.

Lesson 1 • Ethical Decision Making in Practice

Applies ethical frameworks to complex real-world dilemmas in learning disorder work. Strengthens professional judgement in ambiguous situations.

Lesson 2 • Multi-Tiered Systems of Support

Examines how MTSS frameworks organise prevention and intervention across tiers. Positions learning disorder support within a whole-school service delivery model.

Lesson 3 • Programme Evaluation and Improvement

Covers methods for evaluating the effectiveness of learning disorder programmes. Enables practitioners to lead evidence-based programme refinement cycles.

Lesson 4 • Advocacy for Learners with Disorders

Develops skills for advocating at school, district, and policy levels. Equips practitioners to influence systemic change on behalf of learners.