Spring 2022 - EDUC 422 OL01
Learning Disabilities (4)
Class Number: 4043
Delivery Method: Distance Education
Course Times + Location:
Prerequisites:PSYC 250 or corequisite of EDUC 315 or 473. Students may be required to successfully complete a Criminal Record Check.
A study of conceptual and historic foundations of learning disabilities and an introduction to the methodologies of diagnosis and of learning disabilities.
A study of conceptual and historic foundations of learning disabilities and an introduction to the methodologies of diagnosis and intervention of children with learning disabilities. The course covers many topics including the identification of learning disabilities related to reading, writing, mathematics and language; the impact of learning disabilities on individuals, schools, communities, and society as a whole; and the pedagogical perspectives for instructional intervention of children with learning disabilities, including Universal Design for Learning and Direct Instruction.
COURSE-LEVEL EDUCATIONAL GOALS:
By the end of this course, students will be able to:
- Describe and explain any changes in attitudes and beliefs around the inclusion of students with learning disabilities in the classroom.
- Differentiate experts’ perspectives of learning disability from those of individuals living with learning disability and explain why both are important.
- Identify and discuss current issues relevant to educational practice and research in the field of learning disabilities.
- Understand key concepts around the definitions and identification of learning disabilities related to reading, writing, mathematics, and language.
- Compare and explain two models of reading: Simple View of Reading and Componential Model of Reading - in relation to reading development and reading difficulties
- Explore and describe some of the best practices in assessment, prevention, and intervention for students with reading difficulties.
- Apply knowledge of inclusive practices and pedagogical perspectives to design interventions for children with learning disabilities through the use of case studies.
- Weekly reading activities 10%
- Weekly small group online discussions 20%
- Assignment 1 – Key concepts around the definitions and identification of learning disabilities 25%
- Assignment 2 –Identification of students with reading difficulties 20%
- Assignment 3 - Inclusive practices and pedagogical perspectives to design intervention 10%
- Assignment 4 –Self-reflection paper 15%
There is no final exam for this course.
The course will be using only asynchronous learning activities and assignments (weekly readings, small group discussions, individual assignments) managed through Canvas.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). The Guilford Press.
Kilpatrick, D.A.., Joshi, R.M. & Wagner, R (2019). Reading Development and Difficulties: Bridging the Gap Between Research and Practice. Springer: Switzerland.
Additional reading materials will be posted on Canvas.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.