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  2. EDU T250

Children with Learning and Developmental Differences
EDU T250

Jointly Offered with: Faculty of Arts & Sciences as EDST 125

Course Information

Description

*Lottery-Based Enrollment*
Educational attainment is one of the most powerful predictors of long-term health and well-being. However, approximately one in five children with learning or attention-related challenges experience enduring impacts on their academic achievement, social interactions, mental health, vocational prospects, and socioeconomic opportunity. In the United States alone, more than two million students are identified with specific learning disabilities (SLD), comprising about 35% of students receiving special education services under the Individuals with Disabilities Education Act (IDEA). These students are statistically less likely to graduate from high school or pursue postsecondary education and are at increased risk for mental health concerns such as anxiety and depression.
Although the educational system primarily identifies and supports children with learning differences, these students also interact with a wide range of professionals, caregivers, and community institutions. Unfortunately, the lack of integrated efforts across education, healthcare, policy, and community services often results in fragmented, siloed care, hindering early identification, whole-child intervention, and long-term support.
This interdisciplinary course offers a comprehensive overview of learning disabilities and differences—such as dyslexia, dyscalculia, dysgraphia, attention-deficit/hyperactivity disorder, developmental language disorder, and autism spectrum disorder—as well as the policies and documentation processes that shape educational services for these children.
Students will explore the wide array of stakeholders involved in supporting children with learning differences, including educators, clinicians, health professionals, caregivers, policy advocates, and community members. The course will emphasize each stakeholder’s role, knowledge base, communication strategies, and developmental timelines, both within schools and in broader community settings. Additionally, students will examine the systemic barriers faced by individuals with learning disabilities across academic, professional, and social contexts—and learn about evidence-based strategies, designs, and policies designed to address these challenges.
Instruction will include a blend of synchronous and asynchronous sessions, engaging lectures, case-based learning, interactive discussions, and guest presentations from professionals and community members. Small-group breakout sessions will provide opportunities for applied problem-solving, guided 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, and existing solutions to these barriers; and (3) stakeholders in community settings, barriers faced by individuals with learner differences in these settings, and existing solutions to these challenges.

Class Notes

Non-HGSE Harvard students cross registering into Lottery-based Enrollment courses must email registrar@gse.harvard.edu to request to be added to the lottery event. Non-Harvard students are not eligible to enter the course lottery. Please see this page of the Office of the Registrar website for more information.

School Graduate School of Education
Credits 4
Cross Reg

Available for Harvard Cross Registration

Department Education
Course Component Regular Course
Instruction Mode In Person
Subject Education
Grading Basis HGSE Student Option (Letter Graded, Sat/Unsat)
Learning Goals <p>The overall goals of this course are to:1) Provide an overview of learning differences with a focus on dyslexia, dyscalculia, attention deficit/hyperactivity disorder, developmental language disorder, and autism spectrum disorder2) Provide a brief overview of educational policies and documentation relevant to these learners3) Provide an overview of the different stakeholders (professional, informal, community support) that are  involved  in  a  response  to  learning  differences  or  interact  with  children  who  have  learning differences.  4) Be  able  to  identify  the  unique  interaction  dynamics,  knowledge  base,  and  support  systems  in professional, informal and community settings. 5) Be able to identify challenges and barriers for the care of children with learning differences in educational and community settings 6) Encourage students to redesign the current educational landscape and develop strategies for system-level translation and coordination between stakeholders7) Be able to identify missing or suboptimal supports, challenges and barriers that hinder children with  learning  differences  to  reach  their  full  potential  in  educational,  informal  and  community settings. 8) Encourage students to redesign the current community support/service implementation landscape for children with learning disabilities/differences and develop innovative strategies for community supports, service implementation, and communication strategies among  stakeholders. After this course, learner will...● Have a moderate level of knowledge about learning differences, including dyslexia, dyscalculia, attention deficit/hyperactivity disorder, and autism spectrum disorder● Have an overview about educational policies and documentation relevant to these learners● Have more than a moderate level of knowledge about who delivers professional and community care for students with learning disabilities ● Have more than a moderate level of knowledge about the challenges that children with learning disabilities and their families face and the system-level supports that are currently in place. ● Have a thorough understanding of the current barriers and challenges and missing/suboptimal support system for the integrated care for children with learning disabilities within educational and community settings. ● Be able to identify the unique interaction dynamics, knowledge base, and support systems in professional, informal and community settings. ● Be able to identify missing or suboptimal supports, challenges and barriers that hinder children with learning differences to reach their full potential in educational, informal and community settings. ● Be able to critically evaluate the current systems that interact with, support, and deliver care for, children with learning disabilities ● Be able to outline of a variety of innovative approaches and communication strategies for the care team for children with learning disabilities that provides system-level translation and coordination  ● Be able to outline the current community support/service implementation landscape for children with learning disabilities/differences ● Start redesigning the current community support/service implementation landscape for children with learning differences and develop innovative strategies for community supports, service implementation, and communication strategies among stakeholders.● Have general knowledge about care for 'the whole child" as compared to a more "siloed" approach</p>
Career Focus This course is important for anyone who will interact with, teach, or design spaces for individuals with learning disabilities. This includes educational and community stakeholders as well as non-profit and EdTech professionals. It will challenge your current understanding of "learners" and emphasize a "whole child" approach.