Learning differently requires teaching differently. As an increasing number of teachers, administrators, parents, and caregivers will attest, students with language-based learning disabilities (LBLDs), which can fall under the umbrella of a specific learning disability (SLD), will need an individualized education plan, known as an IEP. Students with LBLDs such as dyslexia may struggle without them, thus the necessity exists for teachers to earn skills that serve the individualized needs of these students.

In a groundbreaking partnership with Landmark School, Southern New Hampshire University offers an online Graduate Certificate in Dyslexia and Language-Based Learning Disabilities for educators who want to better understand how to support students with language-based learning disabilities. Explore the renowned Landmark School's Six Teaching Principles that help students, grades 2-12, with language-based learning disabilities (LBLD) achieve academic and social success.

The Six Teaching Principles are:

- Provide opportunities for students to experience success

- Use multi-sensory approaches to teach

- Use micro-units and structured tasks for every student

- Ensure automatization through practice and review

- Provide models for students to use as a guide

- Include students in the learning process

"The Landmark School's partnership with SNHU shares our commitment to helping all students reach their full potential," said Kaia Cunningham, adjunct instructor at SNHU. Our courses communicate our institution's knowledge and best practices to deliver information to educators so they can help their students attain academic proficiency."

Overall, 5 different courses were built by Landmark educators in conjunction with SNHU course professionals. Each course is taught by Landmark faculty and offers practical and effective strategies that will help you reach and empower your students with LBLD. For those who feel as though a Master's program best aligns with their career goals, SNHU also offers an online Master's in Education (MEd) in Curriculum & Instruction with a selection of concentrations including one in Dyslexia & Language-based Learning Disabilities.

Learn how to:

- Focus on how students with LBLD process information and express knowledge

- Respond to students with LBLD using appropriate instructional models and exemplars

- Help students advocate for their own learning

Teachers, administrators, parents, and other caregivers and educators have become increasingly aware of how students with language-based learning disabilities (LBLD) can be served by deliberate instructional planning and engagement. The Graduate Certificate for Dyslexia and Other Language-Based Learning Disabilities allows stakeholders to learn more about how to help school-aged students with language-based learning disabilities achieve academic and social success. Graduate certificate seekers are required to complete 5 courses that focus on how students with LBLD process information, express knowledge, respond well to appropriate instructional models and exemplars, and must learn to self-advocate for their own learning.

Note: This graduate certificate does not lead to initial teacher licensure or administrator endorsement. In just 15 credits, you'll gain insight into the minds of students who struggle to process written and verbal language. You'll be able to do the important work of helping young people gain the self-confidence critical for success in school and beyond. You'll be in a position to help students who struggle to process language become more proficient and successful students.

Courses may include:

- Executive Function and Study Skills: Coursework covers research-based strategies and relevant research on LBLD and executive function, with an emphasis on the Landmark Schools’ Six Teaching Principles. Integrated throughout the course, these principles provide a modality for teachers and other professionals to create lesson plans and ensure student success throughout the learning process.

- Expressive Language Skills and Writing: Focusing on the writing process, in particular, this course provides instruction on the skill set needed to understand the hidden demands of writing for students with LBLD. Drawing on relevant research, coursework may include developing practical teaching strategies and skills for supporting students with dyslexia and other LBLD.

- Reading Interventions for Students with LBLD: An overview of reading interventions drawn from research can help you learn to integrate assessment strategies, engage with current research and develop practical strategies for supporting learners in developing phonemic awareness, sound-symbol relationships, and more.

- Language-Based Learning Environments: With an in-depth analysis of teaching principles and academic planning strategies, this course covers establishing classroom resources and how to present and manage the physical classroom space to benefit students with LBLD.

- Social-Emotional Competencies and Students with LBLD: Because students with LBLD often struggle with social skills, this course presents a structured approach to helping students develop proficiencies in social and emotional competencies. Emphasis is placed on developing strategies for students and for establishing a classroom culture based on the concept of Social and Emotional Learning (SEL).

"Many students in this program are already well into their teaching careers," said Kaia Cunningham, adjunct instructor at SNHU. "These courses can serve as a way for them to expand their teaching toolbox or add credentials to their resumes."

SNHU also partners with the Landmark School to offer a concentration in Dyslexia and Language-based Learning Disabilities as part of the online MEd in Curriculum & Instruction program, which is ideal for students looking to earn their master's degree focused on enhancing the curricular experience for students in a K-12 environment. Plus, you can choose from 5 concentration options to allow for further specialization in areas such as reading, special education, online teaching, and education leadership.

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 of 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 more than 30% higher than the national average.

"Recognizing that Landmark School was founded with a focus on understanding dyslexia and key educational practices relating to dyslexia, SNHU welcomed the addition of Landmark expertise to their MEd," Cunningham said. "Both SNHU and Landmark agreed that embedding a certificate program in dyslexia would attract educator interest and meet a need in the field," she said. For nearly 40 years, Landmark's Outreach Program has provided professional development programs and in-school consulting for educators across the country."

You can apply at any time and get a decision within days of submitting all required materials. Students with an undergraduate GPA below 2.75 are eligible for provisional acceptance.

$150 Graduation Fee, Course Materials ($ varies by course)