SIMON FRASER UNIVERSITY

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EDUCATION

4224:

EDUCATION

424-4:

LEARNING DISABILITIES-LABORATORY

(D2.00 - CAT #11985)

Regular Summer Semester, 1994 ?

Instructor: ?

Dr. Bernice Wong

EDUC 422: Tuesday, 13:00-16:50 ?

Office: ?

MPX 9505

EDUC 424: Thursday, 13:00-16:50 ?

Telephone: ?

291-4115

Location: EAA 1100

TIME DEMANDS

EDUC 422 will have lectures and tutorials throughout May to third week of July.

EDUC 424 will have lectures throughout May to third week of July. Additionally, for 3

weeks in July, each SFU student will tutor a student with learning disabilities one hour

daily four mornings a week, Mondays to Thursdays.

PREREQUISITE:

Students can take EDUC

422 alone if prerequisite is met. Students who have already

taken

EDUC

422/422

DISC,

can take EDUC 424 only.

EDUC

422-4: Learning Disabilities: 60 hours of credit and

EDUC

220 or

EDUC

401/402

EDUC 424-4: Learning Disabilities Laboratory: Prerequisite or Co-requisite:

EDIJC

422

N.B. Students must have prerequisites for entry to

EDUC

422 and 424.

A pointer from the instructor:

Students are encouraged to take both courses (422 and 424) together. However, it is

NOT mandatory for them to take both together. The advantages of taking both courses

are that a student can better relate learning in EDUC 422 to EDUC

424. Students who

took an integrated course load of both

EDUC

422 and

EDUC 424 in the past summers

tended to report that despite the heavy demands of the coursework, they found them to

be worthwhile because they learned a lot from seeing theory translated into practice

before their eyes. The disadvantages come from the heavy demands of coursework,

especially EDUC 424. So, students must make

well considered

decisions when it

comes to whether to take both courses together.

COURSE DESCRIPTION:

EDUCATION 4224:

LEARNING DISABILITIES

COURSE OBJECTIVES

1. Students will gain knowledge of the conceptual and historical bases of learning

disabilities.

2.

Students will learn about current research issues and findings in learning disabilities

continued....

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EDUC 422-4/424-4 contin•... ?

I

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2

STRUCTURE OF THE COURSE

EDUC 422 will consist of lectures supported by tutorial sessions. For these tutorial

sessions students will be divided into groups which will meet regularly with either an

instructor or a teaching assistant. Tutorial participation is important because it ensures

thorough understanding of text.

ASSESSMENT

Two short think papers ?

15% each, total 30%

Midterm ?

35%

Final Exam ?

3501b

TEXT

B.Y.L. Wong (Ed.). (1991). Learning about learning disabifities. San Diego: Academic

Press.

EDUCATION 4244: LEARNING DISABILITIES LABORATORY

COURSE OBJECTIVES

This course is designed to:

1.

teach students to perform informal assessments of reading and math problems;

2.

teach students to understand how to set up an individualized educational plan (IEP)

for a student with learning disabilities;

3.

teach students to teach a child or adolescent with learning disabilities;

4.

teach students to monitor and evaluate the learning progress of the students with

learning disabilities, and in turn to evaluate their own teaching of such students.

STRUCTURE OF THE COURSE

1. Students will receive lectures on assessments and remediation, learn and practise

informal assessments in class.

2. Students will indicate preferences in grade level of students with LI) that they would

like to tutor in July.

3.

(After we receive the list of LI) children and adolescents from the school district of

Coquitlam), students will be assigned to a child or adolescent with LD.

4.

Students will make arrangements with respective school teachers (LA and

classroom) to observe the LI) child or adolescent.

5. After observations and rapport is established with tutees, students perform informal

assessments.

6.

Students make appointments to

see

the instructor and TAs individually to learn to

write up TEP of the U) child/adolescent.

continued....

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3

EDUC 422-4/4244

contin..

7. Students check in with instructor and TAs for materials and get ready for tutoring,

especially regarding their knowledge and application of remedial strategies.

Remedial tutoring (under supervision of instructor & TA's).

Students tutor

their respective tutees one hour daily, 4 mornings per week, Mondays to Thursdays.

There will be two time slots for tutoring: 10 a.m. - 11 a.m. and 11:30 a.m. - 12:30 p.m.

ASSIGNMENTS

Initial Assessment &

Remedial Plan

259/o

Daily records (3 weeks)

15%

Teaching

20%

Prompts

10%

Graphs

10%

Final Assessment

20%

Assignments will be explained in class.

pr

Please pay attention to the nature of the July tutoring demands. For 3 weeks

in July, SFU students must spend four hours per week, one hour each

morning from Monday to Thursday tutoring children/adolescents.

If you cannot fit this tutoring in, please do not take

EDUC

424.

During July, classes scheduled for

EDUC 422 and EDUC

424 continue

(Tues. and Thurs, 1:00-4:50 p.m.).

TEXTBOOK

B.Y.L. Wong (Ed.). (1991). Learning about learning disabilities. San Diego: Academic

Press.

Assessment Manuals: Each student will need to purchase one for use in the course.

Payment feeds back into xeroxing costs for faculty.

Each student should expect to spend about $20 on making teaching prompts and

games (e.g., purchasing paper, laminating in Centre for Educational Technology).