Methods for Teaching Students with Learning Disabilities

                                                        

EDUCATION DEPARTMENT

EDUC 443/EDMA 621 - Methods and Strategies for Learning Disabilities

Fall 2001

Mondays/4:00-6:45PM/310 CBH

Instructor: Janet Sauer, M.Ed. Office: Mary Josita 128  Phone: 588-6621 Education Office: 588-6331Email:janet@greathoney.com or jsauer@clarke.edu   Office Hours: M-W and F 1-3:30 and by appt.

I.    Course Description:  This course studies the methods and strategies used in educating students with learning disabilities in resource classrooms and inclusive settings. This includes studying specialized curricula and approaches to adapting general curricula to meet special learning needs.

II.   Textbook:  Mercer, C. and Mercer, A. (2001) Teaching students with learning problems (6th ed.)  Upper Saddle River, NJ: Prentice Hall.  Relevant Internet sites, including www.prenhall.com/mercer, will also be used so you will need your student ID. 

III. Course objectives:

A.    Students will demonstrate knowledge of the following:

1.     Characteristics of people with learning disabilities and related laws as assessed by the Mid-term Exam & in-class activities.

2.     Differing learning styles of individuals with LD and how to adapt teaching to these styles as assessed by the Mid-term, in-class activities & the Activity Plan. (Competency #3 based on INTASC Principles)

3.     Approaches to creating positive learning environments for individuals with LD as assessed through the Mid-term.

4.     Impact of learner's attitudes, interests, values, and academic and social abilities on intervention, instructional planning, and career development as assessed by the Mid-term and in-class activities.

5.     Curricula for the development of cognitive, academic, social, language, and affective skills as assessed by the Materials Evaluations & Final Exam.

6.     Instructional and remedial teaching methods and techniques as assessed through the development and teaching of the Activity Plan and the Final Exam. (Competency #4 based on INTASC Principles) 

7.     Methods for modifying instructional methods and materials as assessed by the Final Exam and in-class activities.

 

B.    Students will demonstrate the following skills:

1.     Interpret and use assessment data for instructional planning (long and short range) as assessed through the Task Analysis, Assessment, and IEP components for the child/case study.

2.     Using research-supported instructional strategies and methods for teaching one of the following academic skills as assessed through the Activity Plan & Teaching of the plan:

·       Listening comprehension

·       Basic reading skills: vocabulary & word analysis skills

·       Reading comprehension

·       Oral language

·       Written expression (language):

a.      Handwriting: manuscript and cursive

b.     Spelling

c.      Composition Skills

d.     Written composition: creative and functional

e.      The writing process

·       Math calculation

·       Math reasoning

3.     Use thinking, problem solving, and other cognitive strategies to meet student needs as assessed by the Activity Plan & Teaching.

4.     Choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process as assessed by the Activity Plan & Teaching of the plan.

5.     Demonstrate proficiency in oral and written communication and in technology.  All assignments, which will be maintained in a binder or folder, will be evaluated for these skills. (Competency #6 based on INTASC principles)

6.     Exhibit self-knowledge (Competency #6 & Clarke College Mission Statement.)  Personal IEP. Reflection.

 

IV.  Course Products/Assessment & Evaluation:

A.    A task analysis for the case study. 5%

B.    An academic assessment summary (using CBA or CRT).  (Graduates will utilize two tools; undergrads will perform one.) 10%

C.    A written description of a child’s Present Level of Performance (PLEP) including relevant assessment data. (Grad students to lead discussion about a current IEP and how it might be improved.) 10%

D.   Presentation of Child Study including visuals. 5%

E.   Mid-term Exam 15%

F.   Components of an IEP (PLEP, Goals & Benchmarks, DOS) for oneself and then for child. 15%

G.   Two Materials evaluations. 10%

H.   Written Activity Plan (as part of a Lesson Plan) including child study’s IEP goal, procedural steps, technology when appropriate and explanation of how it is effective for the child’s learning style (Graduates also develop assessment tool) 10%

I.    Teaching the Activity (to theoretical students) 5%

J.    Reflections/in-class activities. 5%

K.   Final Exam. 10%

 

V.  Attendance Policy:  Clarke College’s attendance policy.  Assignments and work missed during any absences must be made up the following school day unless arranged with the instructor otherwise. Excessive absences (2 or more) may result in written warning and lost course points. 

VI.  Additional Guidelines:     All assignments will be typed or printed on a computer unless otherwise specified.  Late papers and assignments will be reduced one letter grade per each late class period except under special conditions prearranged with the instructor.  Any student who needs accommodations for testing, seating, lectures, note taking, etc.must contact me and Ms. Louise Ottavi in the Academic Affairs Office within the first two weeks of class in order for us to ensure appropriate accommodations for you.  Academic dishonesty is unacceptable.  Any student caught cheating, plagiarizing or other inappropriate behaviors will be subject to Clarke College's prescribed sanction.

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