EDUC.
    424-4
    LEARNING DISABILITIES LAB
    6
    REGULAR SEMESTER 1981
    ?
    INSTRUCTOR: Dr. Bernice Wong
    Tuesday ?
    Wednesday, 10:30 - 12:20
    ?
    LOCATION: Campus
    NOTE: All students are required to
    spend one hour, four mornings
    a week during the month of July
    (Monday to Thursday, 9:00 - 10:00
    or 10:00 - 11:00) tutoring
    learning disabled children.
    Why stipulate four mornings a week for such remedial tutoring, you may ask?
    The reason is this: In order for you to have a truly representative picture
    of -
    how a learning-disabled child functions, and how well his/her remedial
    progress is, you need to see that learning-disabled student on a continuous
    basis for a prolonged period. Effective remediation has to he consistent,
    preferrably daily for an optimal period of time which does not cause fatigue
    in the learning-disabled student. So, the cost/benefit analysis is that you
    learn more this way, the learning-disabled student also profits more. But
    obviously you have to exert more effort. 'Only hard-working students are
    encouraged to enrol in my section.
    TOPICS COVERED:
    1.
    Diagnosis and remediation of reading problems
    2.
    Diagnosis and remediation of arithmetic problems
    3.
    Diagnosis and remediation of comprehension problems
    4.
    Task analysis
    S. Concept analysis
    6.
    Monitoring your remedial progress
    7.
    How to test a learning-disabled student, using formal and informal materials
    8.
    How to plan a remedial' program
    COURSE OBJECTIVES
    At the end of the course, students will:
    (1) Demonstrate knowledge of various kinds of academic and non-
    academic learning problems.
    (2)
    Demonstrate critical knowledge of various remedial approaches.
    (3)
    Demonstrate competence in assessment of academic learning-problems.
    (4) Demonstrate competence in planning a general remedial strategy
    for academic learning problems.
    G RA
    DING
    Students' final grade will he composed of:
    (a)
    one exam
    ?
    50%
    (b)
    initial assessment report
    ?
    20%
    (c)
    Lab Report (including final assessment)
    ?
    30%
    TEXTBOOKS:
    Primary Elementary: HARING, LOVITT, EATON F, HANSEN; THE 4TH R: RESEARCH IN
    THE CLASSROOM; Charles E. Merrill; 1978
    Secondary: ALLEY F DESHLER; TEACHING THE LEARNING DISABILITIES ADOLESCENT:
    STRATEGIES AND METHODS; Love Pub. Co., 1979

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