This online course will be streaming live on June 7, 2022 from 8:30am – 4:00pm PT, 10:30am – 6:00pm CT, 11:30am – 7:00pm ET after purchase.
10:00am – 10:15am PT, 12:00pm – 12:15pm CT, 1:00pm – 1:15pm ET
12:00pm – 1:00pm PT, 2:00pm – 3:00pm CT, 3:00pm- 4:00pm ET
2:30pm – 2:45pm PT, 4:30pm – 4:45pm CT, 5:30pm – 5:45pm ET
Recorded footage and all course content (certificate, videos, quiz) will be available until July 11, 2022. Extensions cannot be granted under any circumstances.
Registration will close on June 6, 2022.
The fundamental aim of this course is to utilize cognitive neuroscience to better understand learning disorders in children. Each lecture has been designed to examine reading, writing, and math disorders from a brain-based educational perspective. The primary learning objectives will be to classify learning disabilities into distinct subtypes based upon neural pathways in the brain. There will be a detailed discussion linking each learning disability subtype with scores of evidenced based interventions. Lastly, the role of diagnostic achievements tests that directly link assessment results with targeted interventions will be introduced with specific case studies included as well.
Reading: The Neuropsychology of Reading lectures will examine reading from a brain-based educational perspective, and classify developmental reading disorders into four distinct subtypes. An initial discussion will examine literacy rates in Canada and the United States, followed by a working definition of dyslexia. Next, there will be a discussion on multiple cognitive constructs involved with reading including phonological processing, working memory, executive functioning, and orthographical processing skills. A brief review of the Feifer Assessment of Reading (FAR) battery will be shared, as well as other key instruments used to screen and diagnose children with reading disorders and dyslexia.
Writing: The Neuropsychology of Written Language lectures will examine the cognitive underpinnings inherent within the writing process. There will be a discussion on national trends in written language, as well as gender differences in achieving proficient writing skills. In addition, three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype, will be discussed as well. Lastly, five essential steps for effective written language instruction will be shared, as well as key assessment tools to evaluate written language disorders. A brief review of the Feifer Assessment of Writing (FAW) battery will be shared, along with targeted case studies.
Mathematics: The Neuropsychology of Mathematics lecture will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. Specific pedagogical styles, the role of anxiety, and cultural differences in mathematics will be shared. There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as the central role of language to expand upon conceptually ordered number sets. In addition, the role of working memory, visual-spatial reasoning, and executive functioning will be featured as core cognitive attributes to develop number sense in young children. Lastly, a brief review of the Feifer Assessment of Mathematics (FAM) battery will be discussed as well.