Teaching Students with Dyslexia, Dysgraphia, and Dyscalculia: From Neuroscience to Classroom Practice - #IMW27019

Graduate-Level Credit / Non-Credit Hours
3 Semester Credits or 45 Clock Hours

Early enrollment is now open for the new self-paced course:
Teaching Students with Dyslexia, Dysgraphia, and Dyscalculia: From Neuroscience to Classroom Practice

• The course will be available in January 2027.
• You’ll receive an email notification as soon as it’s ready.

Course Description

This comprehensive course equips educators with the knowledge, strategies, and practical tools needed to effectively support students with specific learning disabilities in reading, writing, and math. Drawing on research and resources from leading organizations such as the National Center for Learning Disabilities and the Child Mind Institute, participants will explore the neurobiological foundations of dyslexia, dysgraphia, and dyscalculia, learning to identify early indicators, interpret assessment data, and collaborate with specialists and families throughout the identification process. The course emphasizes evidence-based interventions across all three disabilities, including structured literacy approaches for dyslexia, explicit handwriting and composition instruction for dysgraphia, and conceptual math strategies for dyscalculia.

Beyond instructional strategies, this course addresses the critical elements of creating truly inclusive classrooms where students with learning disabilities thrive academically, socially, and emotionally. Educators will design differentiated lessons, develop culturally responsive communication materials for families, and implement social-emotional supports that build student self-advocacy, resilience, and confidence. The course concludes with a focus on educator well-being, helping participants recognize burnout risks specific to special education contexts and develop sustainable wellness practices that maintain their passion and effectiveness in supporting diverse learners throughout their careers.

Global Outcomes/Goals of the Course

To deepen and/or apply the content and skills of the teacher’s existing professional knowledge base by meeting the following global goals of the course:

1. Evaluate course-related research, literature, content, and strategies and formulate connections and applications to educator practice.
2. Examine the neurobiological foundations of dyslexia, dysgraphia, and dyscalculia and identify how their indicators present in classroom settings.
3. Apply evidence-based interventions, accommodations, and modifications for students with dyslexia, dysgraphia, and dyscalculia.
4. Develop systems for effective communication and collaboration with specialists and families to monitor student progress and make necessary adjustments to individualized education plans.
5. Evaluate the critical elements of creating truly inclusive classrooms where students with learning disabilities thrive academically, socially, and emotionally.

• Interactive