SIMON ERASER UNIVERSITY
EDUCATION 422-4: LEARNING DISABILITIES
(D1.00-CAT. #98614)
or
(D2.00-CAT. #93797)
EDUCATION 424-4: LEARNING DISABILITIES-LABORATORY
?
(D1.00-CAT. #42342)
or
(D2.00-CAT. #14399)
Regular Summer Semester 1993
?
Instructors: Dr. Bernice Wong Dr. Lorraine Graham
(May 3-July 30) ?
Office: ?
MPX 9505
?
MPX 9504
Tuesday/Thursday, ?
Telephone: 291-4115
?
291-4117
1:00-4:50 p.m.
Location: MPX 8620
PREREQUISITE:
Students can take
EDUC
422 alone if prerequisite is met. Students who have already
taken
EDUC
4221422
DISC,
can take
EDUC
424 only.
EDUC
422-4: Learning Disabilities: 60 hours of credit and
EDUC
220 or
EDUC
401i402
EDUC
424-4: Learning Disabilities Laboratory: Prerequisite or Co-requisite:
EDUC
422
COURSE DESCRIPTION
Unlike previous years, this summer there will be only one section of
EDUC
422 and
EDUC
424. This change represents our attempt to enhance quality of instruction by
pooling in the rich resources of a team of highly competent instructors (2 professors
and 4 teaching assistants), and to streamline student training in the remedial tutoring
in
EDUC
424.
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 is 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.
EDUCATION 422-4: LEARNING DISABILITIES
COURSE OBJECTIVES
1.
Students will gain knowledge of the historical and conceptual bases of learning
disabilities.
2.
Students will learn about current research issues and findings in learning
disabilities
STRUCTURE OF THE COURSE
EDUC
422 will consist of lectures supported by tutorial sessions. For these tutorial
sessions students will be divided into 6 groups which will meet regularly with either
an instructor or a teaching assistant. Tutorial participation is an important part of the
overall assessment for this course.
continued.....
2
EDUC 422-41424-4 contin..
ASSESSMENT
One short think paper
15%
Midterm
40010
Final Exam
35%
Tutorial participation
100/0
TEXT
B.Y.L. Wong (Ed.). (1991). Learning about learning disabilities. San Diego: Academic
Press.
EDUCATION 424-4: 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
In Ma y
and June
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 LD that they
would like to tutor in July.
3.
(After we receive the list of LD children and adolescents from the school district of
Coquitlam), students will be assigned to pairs, each pair being given the name of a
child or adolescent with LD.
4.
Student pairs will make arrangements with respective school teachers (LA and
classroom) to observe the LD child or adolescent.
5.
After observations and rapport is established with tutees, students perform
informal assessments.
6.
Individual student pairs make appointments with the instructors and TM for the
IEP of the LI) child/adolescent.
7.
Student pairs check in for materials and get ready for tutoring, especially
regarding their knowledge and application of remedial strategies.
continued.....
3
EDUC
422-41424-4
tin....
con
Jul y
(2nd. 3rd and 4th weeks)
Remedial tutoring.
Student pairs share the teaching per week; each teaches 2
mornings (Mon, Tues, Weds, and Thurs) (Hours: ). Actual arrangement of such team
teaching will be shown in class.
ASSIGNMENTS
Initial Assessment
20010
Remedial Plan
20010
Daily records (3 weeks)
20010
Teaching
20010
Prompts
100/0
Graphs
10%
Final Assessment
20010
Assignments will be explained in class.
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, 1:30-5:30 p.m.)
TEXTBOOK
B.Y.L. Wong (Ed.). (1991). Learnin
g
about learnin
g
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).
