Schools need to have systems and structures in place that provide structured literacy instruction for all students, screen children for the development of essential literacy skills and, when needed, assess them at a more in-depth level to identify the presence of a disability, including SLD/Dyslexia. This 6.5-hour self-paced online course illustrates these systems and structures at an early elementary level. The course uses a case-study comprehensive approach to understanding reading difficulties, supporting literacy development via tiers of general education support, and appropriately identifying students with SLD/Dyslexia by applying Connecticut’s 2010 Guidelines for Identifying Children with Learning Disabilities.
Participants completing this online professional learning opportunity will: analyze literacy data, determining the type(s) and intensity of intervention needed, and monitor student progress; implement Connecticut’s 2010 Guidelines for Identifying Children with Learning Disabilities and apply Connecticut's working definition of SLD/Dyslexia to practice; and examine policies, practices, and procedures for providing academic support to students.
Audience: K-Grade 12: General and Special Education Teachers, Reading Specialists, Literacy Coaches, Student Support Services Professionals, Directors/Supervisors of Special Education, and Principals