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COURSE NUMBER:
Ed. 424-4
COURSE NAME:
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Learning Disabilities: Laboratory
SEMESTER:
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Fall,
1975
CALENDAR DESCRIPTION:
Development and evaluation of precise teaching skills for the treatment
of children with learning disabilities. A laboratory experience in
analysis and design of learning materials for children with learning
disabilities.
COURSE INFORMATION:
Instructor
Dates
Day(s)
Time(s)
L. L. Busse
9/9/75 - 12/2/75
Tuesdays
4:30 -
8:20 p.m.
Range of Topics:
Historical review of Learning Disabilities, devices used to identify
Learning Disabled children, Diagnostic assessment devices, Learning
Methods tests, analysis and revision of instructional materials,
objective writing, data management, classroom organization and
management.
Recommended Reading:
Wallace, J. and Mclaughlin, J.
Learning Disabilities
Merrill Publishing Co. (REQUIRED)
Requirements
1.
reading and discussion of assigned materials
2. work
'
with children
3. administration and interpretation of selected screening devices
4.
administration and interpretation of diagnostic devices
5.
administration and interpretation of learning methods
6.
analysis and revision of instructional materials
7.
data collection of child behavior
.
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.
WESTERN WASHINGTON STATE COLLEGE
BELLINGHAM, WASHINGTON 98225 AREA CODE 206 676-3000
August 14,
1975
Mrs. Ellis Paul
Faculty of Education
Simon Fraser University
Burnaby, B. C. V5A1S6
Dear Mrs. Paul:
Please find enclosed two sets of spirit masters which I would like
to have duplicated for Education 424. I will be instructing this
course Fall semester and will meet the class for the first time
at
4:30,
Tuesday, September 9. I have been told to expect thirty
(30)
students to enroll in the class and therefore ask that you
make
thirty-five
(35)
copies of each spirit master.
Would it be possible to have these materials delivered to the
a±i424 c1asscpj ?
ortg class on September 9? There is
no need to collate or staple as the materials will be used at
varios times during the semester,
Sincerely,
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LB SE Ph.D.
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Associate Professor
Special Education
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August 2
7, 1975
Dr. L.L. Busse,
Associate Professor,
Special Education,
Western Washington State College,
Bellingham, Washington,
98225.
Dear Dr. Busse:
I have taken your work for duplication over to
mimeo and as the original side is so clear, there will be
no problem in reproducing it. ?
I have requested LO copies.
There is just one item you should know and I felt
I should warn you in plenty of time.
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Mimeo are considerably?
behind in their work (this being a busy time of year) and
the supervisor cannot guarantee that he will have it ready
in time for you. He is very cooperative and does his best,
but just in case, perhaps you could have something else lined
up for the first class. Also, all work is picked up from
our Building //1 (the main office) and is not delivered to
various rooms.. I will hold it in my office should it come
back in time.
Please let me know if you still want the Audio Visual
equipment in the room scheduled.
Many thanks.
Sincerely,
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E-1lis M. Paul,
Office Supervisor.
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September 5, 1975
Officer in Charge,
Canadian Immigration Centre,
Port of Entry.
Dear Sir,
We would be most grateful for your assistance in facilitating the
border crossing into Canada of a professor (an American citizen) who has
agreed to teach a course for us. The particulars follow:
• Professor - Dr. Larry Bussee
Address - 4509 Guide Meridian, Bellingham, Washington, U.S.A.
Citizenship - American
Place of Regular Employment - University of Western Washington,
Bellingham, Washington
Method of Travel - own car
Dates of Entry - Tuesdays, Sept. 9, 16, 23,30, Oct. 7, 14, 21,
28, Nov. 4,
11, 18, 25, Dec. 2
Course Number and Name:- EDUC. 424-4 Learning Disabilities: Lab
Appointment at S.F.U. - Title: Sessional Lecturer
Faculty: Education
Term: One Semester: Sept. - Dec. 1975
M. Sheila O'Connell, Director
Undergraduate Programs
Faculty of Education
MSO/kg
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August ?
8,
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1975
Dr. L. Busse
11318, Miller hall
Western Washington State College
Be 1 1 1 g I am , Washington 9822S
Dear Dr. I3ussc:
We arc very pleased that you have agreed to offer a Faculty
of Fducation course in the Fall Semester of 1975. We will do
ever
y
thing possible to support and facili tate your teaching.
Your Course: Educ. 424-4, Learning Disabilities: Laboratory
Calendar Description: Development and evaluation of precise
teaching skills for the treatment of children
with learning disabilities. A laboratory
experience in analysis and design of learning
materials for children with learning disabilities.
Dates
: September 9 - December 2, 1975
Days: Tuesdays
Times: ?
4:30 - 8:20 p.m.
Please note:
Information Sheet
Please send as soon as possible a one page "information sheet"
which we will duplicate and make available to students inquiring
about the course you have agreed to offer. (See sample infor-
mation sheet attached)
Course Outline, Selected References, etc.
Should you wish to have a course outline, selected references,
course requirements or other materials duplicated for the first
meeting of your class, send the materials to:
Mrs. Ellis Paul,
Faculty of Education
Simon Fraser University
urnaby, B.C. . . .2
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b i'u ry Boo
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.
Should
Veil
w-ish to have booRs that are required or recommended
rcad:i.ng For' your course placed. "On Reserve" in the S. LU. Library,
please complete the attached form and mail it immedi ately to:
Mrs . Todd
loan Division
S. F. U. Library
Burnaby, B.C. V5A 1S6
Rib r a • i'v Card
You may obtain a S. F.U. Library card by requesting same in person
from Marion McLean, Registrar's Office, Simon Fraser University
(Office hours: ?
8:30 a.m. through 4:30 p.m.).
Course Expenses
If you wish to have the Faculty of Education consider the purchase
of special items for your course, please make your request in
writing to:
Mr. Graem Nelson
Administrative Assistant to
the Dean
Faculty of Education
Simon Fraser University
Burnaby, B.C. V5A 1S6
Salary
[n order for the Faculty of Education to proceed with implementation
of your salary, it is imperative that the following be returned
to the Dean's Office, 1) Curriculum vita (form attached) , 2) Per-
sonal Data Form (form attached). Please forward to Ms. 1). Rogers,
Dean's Office, Faculty of Education, Simon Fraser University,
Burnaby, B.C. VSA 1S6.
Please call or write if you have questions or requests regarding
your course and arrangements for it.
Yours sincerely,
M. Sheila O'Connell, Director
Undergraduate Programs
Attachments: Sample information sheet
"On Reserve" Form
Curriculum Vita Form
Personal Data Form
P.S. I have also enclosed a coursebook Requisition Form. This form
must be typewritten, si
g
ned by yourself, and returned to
Mr. Bryon Gray, S.F.U. Bookstore as soon as is possible.
MSO/hk
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ING DISABILITIES LAB
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TION: 424
INSTRUCTORS: BERNICE WONG AND
STAN AUERBACH
COURSE REQUIREMENTS AND GRADING SYSTEM
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I ?
Plan, administer and interpret an educational diagnosis of a student
experiencing reading problem (and/or arithmetic problem).
A.
The written report
of
your reading assessment will constitute 15%
of your final grade.
B.
The major criteria used in grading your assessment are:
One: ?
choice of appropriate diagnostic instruments or part of
instruments to obtain desired information.
Two: ?
correct implementation of chosen procedures or instruments.
Three: utilization of diagnostic results for instructional
planning.
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II ?
Write daily Lesson Plans on provided lesson plan format.
A.
Written Lesson Plans will constitute 15% of your final grade.
Lesson plans will be graded weekly.
B.
Major criteria used in grading Lesson Plans are:
One: ?
The degree to which lesson objectives are stated behaviorally
(re: in student response terms specifying condition and
criteria).
Two:
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The completness of listed materials needed and the sequential
ordering of lesson presentation.
III ?
Teach one instructional period daily (four days per week or as many
days as are possible due to elementary school scheduling),
A.
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You will be observed at least two
t
i mes du
ring the semester, and
lesson presentation will constitute 15% of your final grade.
.
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B. ?
The major criteria used in grading lesson presentation are:
One:
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the use of appropriate instructional strategies (i.e.
prompting, repetition etc.).
Two: ?
procedures used to get and maintain attention through
the instructional components of the lesson.
Three: amount and kind of feedback given to student.
Four: ?
Sequencing and pacing of lesson.
IV ?
Obtain, analyze, and graph student's performance throughout the time
you work with that student.
A.
Your collected and organized data, and accompanying graph will
constitute 15% of your final grade.
B.
Major criteria used in grading your data collecting and graphing
are:
One:
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analysis of student work to pinpoint the instructional
demands causing errors.
Two: ?
construction of graph including baseline and indication
of all program interventions.
V ?
List, utilize, and where necessary modify or construct reinforcement
procedures within your lesson plan.
A.
The identification and utilization of reinforcement procedure
within your lesson format will constitute 15% of your final grade.
B.
The major criteria used in grading your identification and
utilization of reinforcement procedure are:
One: ?
the analysis
of
the
r
einforcement
c
o nt
ingencies within
your lesson.
Two: ?
the written description of your reinforcement schedule.
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Three: the consistency with which you follow your reinforcement
schedule when teaching,
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VI ?
At the end of your instructional time with the student you will
hand in summary lab report.
A. The lab report will constitute 15% of your grade.
B.
The major cirteria used in evaluating your lab report are:
One: ?
The description you write of the student you are working
with (e.g. pre-test data, students age, and other instruct-
ional pieces of information) .
Two: ?
Your description of the change your student has made
(including your graph of this change).
Three: Your ability to pinpoint the critical variables that
enabled the change.
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VII ?
The remaining 10% of your final grade will be determined by your
ability to use feedback and to work cooperatively with your colleagues.
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EDUCATIONAL DEMAND LEVELS
Level of
Task Demand
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Teacher Planning
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Student Response
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Attention - Get
and maintain student
attention to task.
Response - Get high
degree of response
with short latency
period.
1) Highly structured, low demand moti-
vational activity. Example: Building
with building blocks.
1) Activity requiring a high degree of
student response either performance
or verbal. Example: putting magnetic
letters on letter board by direction.
Remain on task.
Shorten latency
period in response.
Order - Get comple- ?
1) Task with a clearly specified end. ? Independently
tion of task with ?
2) Difficulty of task should be shaped.
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complete a task.
beginning, middle
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3) Examples: a) building a tinker toy
and end. ?
from directions.
b) completing 10 math
problems.
Skill - Acquiry and!
or practice of skills
(reading, writing,
arithmetic),
1)
2)
Distinguish whether acquistion
of a new skill competency is
involved - or if practice to mastery
level is involved,
Example: Teach student consonant
sounds
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'b' and 'p'
Acquire new skill
competencies -
or work toward
mastery level
with already
acquired skills.
Exploritory - Get
1)
Structuring the environment so that
Appropriate student
information from
information can be discovered,
involvement with
environment, primary
2)
Difficulty of environment should be
material, environ-
group activity,
shaped in reference to structure and
ment and peers in
complexity.
information
3)
Examples: a) find objects in show
gathering and
box magnetic.
analysis.
b) discover and classify
meadow life.
Composition -
1)
Multi facited assignments should be
Completion of a
Assignments should
broken into smaller tasks,
multi facited
be received from
2)
Class assignment "Do a project in the
classroom
class.
Okanagan". ?
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assignment.
3)
Structure so that student can do one
question a day.
