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This on-line course focuses on current research on dyslexia.  Course participants will investigate the neurobiology of dyslexia, appropriate screening tools, and specialized instruction. Advances in brain research will inform our study of dyslexia and appropriate classroom instruction. Participants will examine norm-referenced and informal assessments to include a lens of students who are culturally and/or linguistically diverse. Technologies to support students with dyslexia will also be reviewed. Participants will develop a case study with appropriate interventions. 

Cost: $500 for 45 PDPs

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This on-line course focuses on current research on dyslexia.  Course participants will investigate the neurobiology of dyslexia, appropriate screening tools, and specialized instruction. Advances in brain research will inform our study of dyslexia and appropriate classroom instruction. Participants will examine norm-referenced and informal assessments to include a lens of students who are culturally and/or linguistically diverse. Technologies to support students with dyslexia will also be reviewed. Participants will develop a case study with appropriate interventions. 

Cost: 3 credits /45 PDPs

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Online Saturday, July 25th, 9:00am to 5:00pm

A live virtual studio experience from the home studios of Faculty Fellow Lella Gandini and Design Faculty Kristina Lamour Sansone

Are you an educator who would like to explore studio experiences within the Reggio Emilia approach? This 1-day hands-on and minds-on workshop explores will explore the historical origins of the atelier, though mini-stories and by seeing materials and objects in your home environment in new ways. Participants will have a chance to learn, observe, explore and document in collaboration with peers to build one virtual community of practice.  Our sessions will be live in Zoom all together and in groups and we will use Voicethread as our documentation tool.

 

Cost: $150 for 10 PDPs

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Dialogue has the potential to encourage self-awareness, generosity, understanding of “the other,” wisdom, and courage.  How might American educators integrate conversations on identity and dialogue skills into their work—in person and online?

 

The following documentation of attendance must be provided to CAPS:

• A registration form from each of the students applying for PDPs.
• An email from Lesley instructor confirming the full participation of each of the student applying for PDPs

All documents are to be sent to CAPS@Lesley.edu. 

 

Cost: $150/10 hour workshop course

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Students demonstrate their understanding of the attributes of trauma-sensitivity by working together to design and conduct research that assesses the outcomes of efforts to improve trauma-sensitivity in classrooms, schools, or other learning environments.

Prerequisites: Course 1 (LEDUC 5256), Course 2 (LEDUC 5257), & Course 3 (LEDUC 5258)

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This course examines the impact of traumatic experience on student learning (both academic and social / emotional) and provides a structured approach to individual and school wide interventions. The biological, environmental, and sociocultural aspects of traumatic experience will be presented, and participants will analyze the effects of their work with students impacted by trauma on their own well being (secondary trauma).

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Trauma affects self regulation, social skills and a child’s sense of health and well being, along with interfering with more traditional academic skills that require language, memory and executive function. This course will address ways to promote these non-academic and academic competencies for students impacted by trauma, including which competencies can be incorporated into the learning flow (as they benefit all children) and which are best taught with an individual support plan.

Prerequisites: Course 1 (LEDUC 5256)

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This course is designed to expand knowledge of trauma, its impacts, and the process for building trauma sensitive environments through examination of the underlying change theory, processes, and tools needed to establish trauma sensitivity. Participants demonstrate their understanding by either developing a plan for guiding the creation of a trauma-sensitive school or conducting research grounded in trauma-informed inquiry.

Prerequisites: Course 1 (LEDUC 5256) & Course 2 (LEDUC 5257)

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