EDST 125: Children with Learning and Developmental Differences

The duration of education is a strong predictor of health and longevity, but approximately 1 in 5 children with learning or attention issues have long-lasting negative consequences related to their academic, social, mental health, vocational, economic outcomes. In the US, over 2 million students struggle with specific learning disabilities (SLD), which represents roughly 35% of all students who receive special education services under the Individuals with Disabilities Education Act. Children with a learning disability are less likely to complete high school or enroll in postsecondary educational programs and have a heightened risk for developing mental health problems such as depression or anxiety. Currently, SLDs are primarily identified and addressed within the education system; however, these students also receive care and support outside of school and are members of various community settings. A streamlined approach that informs the coordination of general education, special education, clinical psychology, policymaking, advocacy, caregivers, and health professionals (e.g., pediatricians, speech-and language pathologists) is often absent and hinders the design of preventive approaches, identification strategies, and service implementation. It further leads to a siloed approach for care and policymaking, lack of community supports.

The course will provide a broad overview of learning disabilities and differences, including dyslexia, dyscalculia, attention deficit/hyperactivity disorder, developmental language disorder, and autism spectrum disorder, as well as the relevant policies and educational documentation for these learners. It will then cover the professional stakeholders that should be involved in an evidence-based response to a learning difference, and identify their unique knowledge base, toolset, developmental timeline, and communication strategies, both in the educational/professional environment and the community. Finally, we will focus on barriers and challenges faced by children with learning differences in the academic, professional, and community settings. Throughout the course, students will be provided with both research/evidence-based content and case-based learning opportunities, practical examples, and guest speakers drawn from the community. Class activities will include both synchronous and asynchronous learning activities led by the Instructor (Prof. Nadine Gaab), along with breakout sessions overseen by the instructor and/or Teaching Fellows.

This course is divided into thirds and will cover: (1) a broad overview of learning disabilities, educational policies, and service documentation; (2) stakeholders in academic and professional settings, including their unique knowledge base, toolset, developmental timeline, and communication strategies, barriers faced by children with learning differences in these settings, existing solutions to these barriers; and (3) stakeholders in community settings, barriers faced by individuals with learners in these settings, existing solutions to these challenges.