This two-part professional learning series, developed in partnership between the Council for Exceptional Children (CEC) and the American Speech-Language-Hearing Association (ASHA), equips special educators with the knowledge and collaborative tools to better support students with Developmental Language Disorder (DLD)—a highly prevalent but often under-identified learning difference. 

In Part One, participants explore the foundations of DLD, how it differs from other language impairments, and how it intersects with reading disabilities, including dyslexia. Grounded in contemporary research and framed within models like the Simple View of Reading and Scarborough’s Reading Rope, this session builds a critical understanding of how oral language influences literacy and access to academic standards.

In Part Two, participants apply this understanding through a collaborative lens. This session focuses on practical strategies for assessment, data interpretation, collaborative goal writing, and culturally responsive instruction. With case scenarios, planning tools, and interactive resources, learners will see how interdisciplinary collaboration can accelerate reading outcomes for students with a disability and ensure more effective, inclusive IEPs for students with DLD.

Together, these courses create a coherent and practical learning experience for educators aiming to close achievement gaps for students with language-based learning needs.