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The Neuropsychology of Learning Disabilities

Developing Evidence-Based Reading, Writing, and Math Interventions

Presented by Steven G. Feifer, D.Ed., ABSNP

Thursday, October 19, 2017 – Thursday, November 23, 2017  |  Webinar

Date & Location

Thursday, October 19, 2017 – Thursday, November 23, 2017


Each session will be available at 11:00am PST on the scheduled air dates.

  • Thursday, October 19, 2017
  • Thursday, October 26, 2017
  • Thursday, November 2, 2017
  • Thursday, November 9, 2017
  • Thursday, November 16, 2017
  • Thursday, November 23, 2017

Recordings are available from the air date until December 7, 2017. Participants can watch, pause, and re-watch the sessions at their convenience.

Access expires on December 7, 2017. 

Extensions will not be granted.

Workshop Description

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.



The Neuropsychology of Reading lectures will examine reading from a brain-based educational perspective, and classify developmental reading disorders into four distinct subtypes.  There will be a focus 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.



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.



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.


Online Course Format

  • 6 Week Online Training – 2 hours per session, 6 sessions
  • 12 CEUs
  • Each session will consist of 2 hours of teaching content
  • Non-Interactive – registrants will have access to lectures and PowerPoint presentation.
  • Recordings Available – Sessions will be pre-recorded and available for participants to access after the live date. All recordings will be available until two weeks after the online course is complete.

Workshop Topics:

Agenda & Learning Objectives

Week 1:  The Neuropsychology of Reading Disorders

  • Defining developmental dyslexia
  • Four universal truths of reading
  • Establishing the main neurodevelopmental pathways for reading
  • Subtypes of reading disorders
  • How to double your reading speed?


Week 2:  Diagnosing and Remediating Reading Disorders

  • Interventions for dyslexia subtypes
  • Interventions for reading comprehension difficulties
  • General recommendations to increase reading fluency
  • Introduction to the Feifer Assessment of Reading (Far)
  • Case studies


Week 3:  The Neuropsychology of Written Language Disorders

  • Prevalence of written language disabilities
  • Why do boys struggle more than girls in written language?
  • Eight core cognitive constructs underscoring written language
  • Three subtypes of written language disorders


Week 4:  Diagnosing and Remediating Written Language Disorders

  • Is handwriting a lost art?
  • Five essential components to develop written language proficiency
  • Research based strategies to improve written language production
  • 90-minute dysgraphia evaluation
  • Case studies


Week 5:  The Neuropsychology of Mathematics

  • Where does Canada and the U.S. rank among mathematical performance compared to 72 industrialized nations?
  • What is developmental dyscalculia?
  • Four steps toward developing a math brain.
  • The role of anxiety and mathematical problem solving


Week 6:  Diagnosing and Remediating Math Disorders

  • Subtypes of mathematical learning disabilities
  • Interventions for math disorders
  • Websites and Apps to develop mathematical problem solving skills
  • Introduction to the Feifer Assessment of Mathematics (Fam)
  • Case studies

Learning Objectives

  1. Differentiate “developmental dyslexia, dysgraphia, and dyscalculia” from other learning disorders, and discuss how schools can best screen for early learning pitfalls in children.
  2. Introduce a brain-based educational model of reading, math, and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype.
  3. Discuss the weaknesses in using an “aptitude-achievement” discrepancy model to identify learning disorders in children.  Instead, a processing strengths and weaknesses model featuring eight core constructs associated with learning disorders in children will be featured.
  4. Present case studies to help differentiate weaker learners from students with actual learning disabilities, and discuss targeted interventions for all students with academic learning issues.

Continuing Education Credits

This workshop has been formally approved by the following associations:
  • Canadian Addiction Counsellors Certification Federation (CACCF)
  • Canadian College of Professional Counsellors and Psychotherapists (CCPCP)
  • Canadian Counselling and Psychotherapy Association (CCPA)
  • Canadian Professional Counsellors Association (CPCA)
  • Canadian Psychological Association (CPA)
  • Canadian Vocational Rehabilitation Association (VRA)
  • Employee Assistance Certification Commission (EACC)
  • Indigenous Certification Board of Canada (ICBOC)
  • Medical Psychotherapy Association Canada (MDPAC)
  • Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
  • Ontario Expressive Arts Therapy Association (OEATA)

† The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved CEUs.

* Participants will receive a certificate of completion after every workshop. Workshops are pre-approved for 5.5 or 6 credits per day unless otherwise specified.

Your Presenter(s)

Steven G. Feifer, D.Ed., ABSNP

Steven G. Feifer, D.Ed., ABSNP  is an internationally renowned speaker and author in the field of learning disabilities, and has authored seven books on learning and emotional disorders in children.  He was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year.  Dr. Feifer is a licensed psychologist currently employed at the Monocacy Neurodevelopmental Center in Frederick, MD, and also teaches in the ABSNP neuropsychology training program, as well as consults with numerous school districts.   Dr. Feifer has authored two tests on diagnosing learning disabilities in children.



“Thank you so much for an interesting workshop. I enjoyed the information because the neuropsychology aspect is so important to why and where we need to go with literacy interventions.”
– Tracie McDonald | Winnipeg, MB | December 3, 2015


“Very much enjoyed Steven Feifer’s ability to translate neuropsychology concepts into practical insights.”
– Dan Ross | Calgary, AB | October 29, 2015


“Very well informed, important information, great sense of humour, and love of his area of study and the audience. Great!”
– Robert Paulet | Winnipeg, MB | December 3, 2015


Who Should Attend

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Registration & Fees

Registration Early bird Fee Regular Fee
Individual Enrollment $399 $419

All fees are in Canadian dollars ($CAD).

For group rates contact: registration@jackhirose.com

Fees do not include applicable taxes (GST).

Early bird cutoff date: October 24, 2017
To receive the early bird rate, registration and payment must be received by Tuesday, October 24, 2017.

Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.

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