Introduction to Learning Disabilities
ED C501 3 HOURS
BELINDA D. LAZARUS, Ph.D.
VIRTUAL OFFICE HOURS: Daily 9am-10am at
Dear Students,
Welcome to Introduction to Learning Disabilities Online. The course has been designed to provide you with an overview of the field of learning disabilities. Discussions will include physical, social, emotional, and cognitive comparisons of developmental differences and similarities between persons of all ages with and without LD, historical and theoretical perspectives, current trends and issues, assessment, and collaboration among educators.
The on-line version of ED C501 allows students to complete the entire course at their own pace -- anytime, anywhere. The formal term for anytime-anywhere learning is asynchronous learning. For this particular course students will learn the content by reading the assignments, visiting specific web sites pertaining to each topic, participating in on-line discussions, and completing and submitting guided notes. Once you have completed all of the sessions, I will send you a final exam that you complete and submit to me via email. You may do all of the sessions at your own pace (e.g., 4 weeks, all semester, 10 weeks, etc.).
The course syllabus contains a thumbnail sketch of the class. More detailed information is provided by the links found on the course home page. Please read all of the links on the home page before starting the assignments.
Throughout the course we will commune and communicate in a variety of ways and I hope all of us will become friends, colleagues, and virtual voyagers!
Belinda
Major Text: Lerner, J. Learning Disabilities. (Eighth Edition). Boston, MA: Houghton Mifflin.
ADHD Task Force Report. Available for CEN 1-800-593-9146.
COURSE DESCRIPTION
Introduction to LD is designed to provide students with an overview of the field of learning disabilities. Discussions will include physical, social, emotional, and cognitive comparisons of developmental differences and similarities between persons of all ages with and without LD, historical and theoretical perspectives, current trends and issues, assessment, and collaboration among educators.
1. describe learning disabilities, general characteristics of persons with learning disabilities at all developmental levels, and contrast the physical, social, emotional, and cognitive development of persons with and without LD;
2. describe the historical background and evolution of the field of learning disabilities, singularly and in relation to other handicapping conditions;
3. describe various learning and teaching theories and their impact on basic teaching strategies, specialized instructional techniques, assessment techniques, and attitudes towards persons with handicaps;
4. define the role and responsibilities of the learning disabilities teacher and his or her interactions with other professionals in the education of students with learning disabilities;
5. describe and distinguish among the various social and academic skill deficits experienced by persons with handicaps and their educational implications;
6. explain the rationale for special education programs within the school and community, describe the relative advantages and disadvantages of the various service delivery models at all levels, and describe the institutional and administrative factors that facilitate and impede delivery of services to persons with handicaps;
7. evaluate contemporary research on learning disabilities in terms of educational usefulness;
8. describe the principles of effective teaching and curriculum design and their application to the field of learning disabilities, in particular, and special education;
9. explain, in general, the litigation and legislation affecting the field of learning disabilities including the Michigan State Plan;
10. examine issues pertaining to parent involvement in the identification and delivery of services to students with LD;
11. examine the neuro-psychological aspects relating to LD and their effects on student performance;
12. discuss the roles of regular and special education in providing total services for students with handicaps;
13. identify and describe school and community resources which contribute to the education and socialization of students with handicaps;
14. compare and contrast pre-adolescent and adolescent behaviors of non-handicapped and handicapped persons at all age levels; describe their academic, social, and vocational implications;
15. describe language, perceptual, and sensory discrimination problems associated with LD and techniques that help remediate the problems.
READING ASSIGNMENTS
Reading assignments and web sites that correspond with each topic are listed on the assignments link. Students must read the chapter in the textbook and visit the web sites before participating in the online discussion.
DISCUSSIONS
TOPICAL ASSIGNMENTS
FINAL EXAM OR PROJECT
Incompletes will be considered only in accordance with UM-D policy which states that a compelling, personal reason must be documented, 70% of the coursework must be completed, and a contract for completion must be secured and filed by the student. The course instructor sets the requirements for completion of the contract.
Additional Readings
Alves, A.J., & Gottlieb, J. (1986). Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers. Learning Disabilities Quarterly, 9, 77-83.
Anderegg, M.L. & Vergason, G.A. (1988). Focus on Exceptional Children. 20(8), 1-7 An analysis of one of the cornerstones of the regular education initiatives.
Archer, A. 1988). Strategies for responding to information. Teaching Exceptional Children. 20(3), 55-57.
Barone, T. (1989). Ways of being at risk: The case of Billy Charles Barnett. Phi Delta Kappa. 71, 147-151.
Block, M.E., & Malloy, M. (1998). Attitudes on inclusion of a player with disabilities in a regualr softball league. Mental Retardation. 36(2), 137-44.
Campbell, P.H. (1989). Students with physical disabilities. In R. Gaylord-Ross (Ed.). Integration strategies for students with handicaps. (pp. 53-76). Baltimore: Paul H. Brooks.
Coleman, J.M., & Dover, G.M. (1993). The RISK screening test: Using kindergarten teachers' ratings to predict future placement in resource classrooms. Exceptional Children. 59(5), 468-477.
Daniel, L.G., & King, D.A. (1997). Impact of inclusion education on academic achievement, student behavior and self esteem, and parental attitudes. The Journal of Educational Research. 91(2), 67-80.
Forster, P., & Doyle, B.A. (1989). Teaching listening skills to students with attention deficit disorders. Teaching Exceptional Children. 21(2), 20-22.
Gerber, M.M. (1992). Cognitive-behavioral training in spelling for learning handicapped students. Learning Disabilities Quarterly. 3, 159-166.
Giangreco, M.F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). "I've counted Jon": Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59(4), 359-372.
Jayanthi, M., Epstein, M.H., & Polloway, E.A. (1996). A national survey of general education teachers' perceptions of testing adaptations. The Journal of Special Education. 30, 99-115.
Klein, S.D., & Schleifer, M.J., (1993). It isn't fair: Siblings of children with disabilities. Westport,CT: Bergin and Garvey.
Klingner, J.K., Vaughn,S., Schumm, J.S., Cohen, P., & Forgan, J.W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities. 31(2), 148-58.
Lazarus, BD. (1998). Say cheese: Using personal photographs as prompts. TEACHING Exceptional Children. 30, 8-15.
Lazarus, B.D. , & Callahan, T.E. (in press). Attitudes towards reading expressed by students with learning disabilities. (See Dr. Lazarus)
Lazarus, B.D. (1996). Flexible skeletons. Guided notes for adolescents with mild handicaps. TEACHING Exceptional Children. 29, 36-40.
Lazarus, B.D., & McKenna, M.C. (1994). How special educators assess reading: Some concerns. Reading Psychology: An International Quarterly. 15, 203-222.
Lazarus, B.D.(1993). Guided notes: Effects with secondary and post secondary students with mild disabilities. Education and Treatment of Children. 16, 272-290.
Lazarus, B.D. (1993). Self-management and achievement of behavior disordered students. Psychology in the Schools. 30(1), 67-74.
Lazarus, B. D. (1991). Guided notes, review, and achievement of secondary learning disabled students in mainstream content courses. Education and Treatment of Children. 14(2), 81-94.
http://interact.uoregon.edu/wrrc/AKInclusion.html Education students with disabilities in general education classrooms: A summary of research. Jan., 1998.
Marston, D. (1996). A comparison of inclusion only, pull-out only, and combined service models for students with mild disabilities. The Journal of Special Education. 30, 121-32.
Shapiro, E.S. (1992). Teaching self-management skills to learning disabled students. Learning Disabilities Quarterly. 4, 275-284.
Tuttle, D.H., & Cornel, D.G. (1993). Maternal labeling of gifted children: Effects on the sibling relationship. Exceptional Children. 59(5), 402-210.
Wood, C.J. (1992). Are students and school personnel taught to be helpless-oriented or resourceful oriented? Part 2: Focus on school personnel. Journal of Educational and Psychological Consultation. 3(4), 317-355.
Web site developed and maintained by Belinda Lazarus.
Author. This site cannot be duplicated,
used for profit, or excerpted without the written permission of the author. The author
wishes to thank Realm Graphic's, Graphics Station and Eric's Animated Gifs for the great
graphics and the authors of all of the hyperlinks that are included on this page.
