Spring 2024 - EDUC 422 OL01

Learning Disabilities (4)

Class Number: 6560

Delivery Method: Online


  • 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.


The learning outcomes of this course include that students will:

  1. Describe and explain any changes in attitudes and beliefs around the inclusion of students with learning disabilities in the classroom.
  2. Differentiate experts’ perspectives of learning disability from those of individuals living with learning disability and explain why both are important.
  3. Identify and discuss current issues relevant to educational practice and research in the field of learning disabilities.
  4. Understand key concepts around the definitions and identification of learning disabilities related to reading, writing, mathematics, and language.
  5. Compare and explain two models of reading: Simple View of Reading and Componential Model of Reading - in relation to reading development and reading difficulties
  6. Explore and describe some of the best practices in assessment, prevention, and intervention for students with reading difficulties.
  7. Apply knowledge of inclusive practices and pedagogical perspectives to design interventions for children with learning disabilities through the use of case studies.


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.


  • Weekly reading activities 25%
  • Weekly discussions 20%
  • Assignment 1 Identifying reading difficulties 20%
  • Assignment 2 Inclusive Practices and strategies 20%
  • Assignment 3 Self reflection part 1 and 2 15%



Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). The Guilford Press.
ISBN: 9781462536375

Kilpatrick, D.A.., Joshi, R.M. & Wagner, R (2019). Reading Development and Difficulties: Bridging the Gap Between Research and Practice. Springer: Switzerland.
ISBN: 978-3-030-26550-2


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website 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


Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.