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SIMON FRASER UNIVERSITY
EDUCATION
422-4:
LEARNING DISABILITIES ?
(E1.00 - CAT. #11725) ?
EDUCATION 424-4: LEARNING DISABILITIES LABORATORY
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(E1.00 - CAT. #57979)
Regular Summer Semester 1994
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Instructor: ?
Nancy Perry
(May 2 - July 29) ?
Office: ?
TBA
EDUC 422: Monday, 17:30-21:20 (EAA 1100)
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Phone: ?
291-3395 (messages)
EDUC 424: Wednesday, 17:30-21:20 (EAA 1100)
PREREQUISITES
EDUC 422-4: 60 hours of credit and EDUC 220 or 401/402
EDUC 424-4: EDUC 422-4 (or co-requisite)
EDUC 422-4 OUTLINE
One goal in this course is to provide students with historical, conceptual, and empirical knowledge
about the field of learning disabilities (LD). Another is to challenge students to translate theory and
research into practice and to grapple with both long-standing and current debates in the field.
Weekly topics include: definitional issues, developmental approaches to the study of LD, language
problems, problems related to literacy and numeracy, metacognition, motivation, assessment, and
models of support service delivery.
Each class will model several instructional techniques, including lecture, discussion, and small group
work.
COURSE REQUIREMENTS
Grades for the course will be based on two projects (50% each), one to be handed in half-way through
the course, the other on the last day of class. Both projects will involve students in collaborative and
independent work.
Project 1 will require students to integrate content in the first half of the course by doing a case study.
Project 2 will require students to identify a problem in the field of LDs and to develop a plan of action to
solve that problem. This project will draw from the content in the second half of this course.
REQUIRED READINGS/MATERIALS
B. Wong (Ed.). (1991). Learning about learning disabilities. Academic Press.
Supplemental readings that characterize current debates in the field of LD will be placed on reserve in
the CET.
RECOMMENDED TEXT
Bos, C. & Vaughn, S. (1993) Strategies for teaching students with learning and behavior problems.
Allyn and Bacon.
(over please)
EDUC 422-4/424-4 (continu1
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EDUCATION 424-4 OUTLINE
This course is the practical extension of EDUC 422: Learning Disabilities. Students will learn about
and gain experience with techniques for assessing and remediating learning disabilities. A major
portion of this course will be spent on a collaborative tutoring project. Two SFU students will work
together to assess a school aged students learning difficulties. Then, they will develop and implement
a plan of remediation for that student. To accomplish this project, SFU students must be prepared to
spend time in schools during the months of May and June, and to meet with their tutoring partners and
'tutees' outside of class time during the month of July.
In addition to the tutoring project, students will be involved in discussions about current issues regarding
assessment and special education. Specifically, they will be asked to consider the utility of formal and
informal assessment techniques, including portfolio and performance assessments; evaluate the ethical
and practical implications of various models of support service delivery; and determine how such
tensions are resolved in the current BC curriculum. These discussions will be facilitated by guest
speakers and readings.
COURSE REQUIREMENTS
Tutoring Project Report -- Part 1 will include a description of assessment results, remedial goals and
objectives, sample lesson plans and materials (35%). Part 2 (due during the last week of class) will
include an evaluation of student's progress during remediation, samples of students work that support
the evaluation, recommendations for future remediation (35%).
Personal portfolio of teaching strategies, journal articles, reflections on issues dealt with in the course,
and ideas that will be useful for future remedial teaching (15%).
Client portfolio that includes a collection of work, and documents tutee's use of strategies and
involvement in ongoing assessment throughout the tutoring sessions. This portfolio will be an ongoing
activity and its contents will support the writing of Part 2 of the Tutoring Report. (15%)
REQUIRED READINGS/MATERIALS
Manuals for assessing reading and learning difficulties will be available during the first class.
Readings relating to critical issues in assessment and remediation will be placed on reserve in the CET.
RECOMMENDED TEXTS
Lipson, M. & Wixson, K. (1991). Assessment and instruction of reading disability: An interactive
approach. Harper Collins Publishers.
Bos, C. & Vaughn, S. (1993) Strategies for teaching students with learning and behavior problems.
Boston: Allyn and Bacon.
