INSTTOR: L. Prock
    REGULAR SEMESTER
    SUMMER - 1980
    EDUCATION
    422-4
    LEARNING DISABILITIES
    May/June ?
    Tuesday
    4:30 8:30
    p.m.
    July/August Monday
    8:30 - 12:30
    P.M.
    EDUCATION
    424-4
    LEARNING DISABILITIES: Laboratory
    May/June Thursday
    4:30 - 8:30 p.m.
    July/August Wednesday
    8:30 - 12:30
    p.m.
    NOTE: FOR STUDENTS WHO ELECT TO TAKE BOTH COURSES, THE CONTENTS
    OF EDUCATION
    422
    AND EDUCATION
    1
    424
    WILL BE PACKAGED AS
    ONE PROGRAM. HOPEFULLY, THIS OPTION WILL BE THE CHOICE
    OF THE MAJORITY.
    -MEETING TIMES WILL CHANGE IN JULY IN ORDER TO ACCOMMODATE THE ON:
    CAMPUS ATTENDANCE OF CHILDREN WHO REGISTER IN OUR SUMMER TUTORING
    PROGRAM.
    EDUCATION
    422-4 is
    designed as an introduction to the theoretical
    foundations of learning disabilities. Course content
    will include definition; symptomotogy; integrities for
    learning; diagnosis; remediation; current state of
    services for the learning disabled child and
    adolescent.
    EDUCATION
    424-4
    provides a"live''-experience in tutoring. Course
    content will include task analysis and instructional
    programming; assessment and data management;
    procedures for treating perceptual and cognitive
    problems; behaviour management; and reporting
    techniques.
    TEXTS:
    FARNHAM-DIGGORY, S.; Learning Disabilities: a Psychological?
    Perspective. Harvard University Press,
    1978.
    MANN, P.H. and SUITER, P.; Handbook in Diagnostic Teaching: a
    Learning Disabilities approach. (revised ed.) Allyn &
    Bacon,
    1979
    DIRECTED INDEPEN•T STUDY COURSE
    ?
    Sn .Fraser Uniyezait'
    EDUCATION 422-4 OUTLINE ?
    Department of Education?
    LEARNING DISABILITIES
    This course provides a framework on understanding learning
    disabilities. It focuses on conceptual, historical, and
    theoretical issues of the
    learning
    disabilities field, as well
    as fundamental steps in assessment and remediation of learning
    problems. It is the pre-requisite to Education 424, LEARNING
    DISABILITIES PRACTICUM. The course is divided into the following
    units:
    UNIT I ?
    - History
    II
    ?
    - Definitions
    III -
    Old Theories of Learning Disabilities (Part I)
    IV ?
    -
    Old Theories of Learning Disabilities (Part II)
    and Critique of Old Theories of Learning
    Disabilities.
    V ?
    -
    New Theories of Learning
    Disabilities
    VI ?
    -
    Assessment of Reading Problems
    VII -
    Assessment of Arithmetic Problems
    VIII-
    Visual Discrimination Problems
    IX ?
    -
    Task Analysis
    X ?
    -
    Case Studies in Assessment and Remediation:
    XI
    ((a) ?
    a primary learning disability
    child,
    & xii
    (b) an intermediate
    learning
    disability child,
    &(c) a secondary
    learning
    disability child.)
    COURSE REQUIREMENTS:
    Students are required to write two essays each of approximately
    1500 - 2000 words (about 6 - 8 pages type written, double-spaced),
    on given topics. Students will be assigned the better grade of
    the two essay grades. This accounts for 20% of the final grade.
    Students are required to write a final three-hour exam worth
    80% of the final grade.
    REQUIRED TEXTS:
    BRYAN, Tanis & James, Understanding Learning Disab.ities, (Alfred
    Pub. Co. In., Sherman Oaks, 1978)
    FARNHAM-DIGGORY, Sylvia, Learning Disabilities, (H rard University
    Press, Cambridge, 1978)
    COURSE PREREQUISITES:
    IF-
    - ?
    60 credits
    -
    ?
    Psychology 351 (Can be taken
    concurrently)
    • ? INS ?
    CTOR: L. Prock
    RE ?
    R SEMESTER
    SUMMER -
    1980
    EDUCATION 422 1
    + LEARNING DISABILITIES
    May/June ?
    Tuesday
    4:30 8:30
    p.m.
    July/August Monday
    8
    :30 -
    12:30 p.m.
    EDUCATION
    424-4
    LEARNING DISABILITIES: Laboratory
    May/June Thursday
    4:30 - 8:30
    p.m.
    July/August Wednesday 8:30 - 12:30 p.m.
    NOTE: FOR STUDENTS WHO ELECT TO TAKE BOTH COURSES, THE CONTENTS
    OF EDUCATION
    422
    AND EDUCATION
    424
    WILL BE PACKAGED AS
    ONE PROGRAM. HOPEFULLY, THIS OPTION WILL BE THE CHOICE
    OF THE MAJORITY.
    MEETING TIMES WILL CHANGE IN JULY IN ORDER TO ACCOMMODATE THE ON-
    CAMPUS ATTENDANCE OF CHILDREN WHO REGISTER IN OUR SUMMER TUTORING
    PROGRAM.
    EDUCATION
    422-4
    is designed as an introduction to the theoretical
    foundations of learning disabilities. Course content
    will include definition; symptomotogy; integrities for
    learning; diagnosis; remediation; current state of
    services for the learning disabled child and
    adolescent.
    EDUCATION 424-4
    provides a "live" experience in tutoring. Course
    content will include task analysis and instructional
    programming; assessment and data management;
    procedures for treating perceptual and cognitive
    problems; behaviour management; and reporting
    techniques.
    TEXTS:
    FARNHAM-DIGGORY, S.; Learning Disabilities: a Psychological?
    Perspective. Harvard University Press, 1978.
    MANN, P.H. and SUITER, P.; Handbook in Diagnostic Teaching: a
    Learning Disabilities approach. (revised ed.) Allyn &
    Bacon, 1979

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