61MON FRASER UNIVERSITY

0

Summer Semester 1999

424 4

Laboratory

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Office:

Dr. B. Wong

MPX 9505

Tel: 291-4115

D01.00 ?

E-mail: bwong@sfu.ca

PREREQUISITE

Corequisite: Educ 422

COURSE DESCRIPTION

This course is designed to:

• Teach students to perform informal assessments of reading, math and writing problems;

• Teach students to understand how to set up an individualized educational plan for a

student with learning disabilities;

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

• Teach students to monitor and evaluate the learning progress of the students with learning

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

A pointer from the instructor:

Students are encouraged to take both courses (Educ 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 tobe

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.

REQUIREMENTS

* LECTURES, LAB ACTIVITIES, TUTORING (Please attend to the time demands in tutoring

in July. If you cannot fit in this tutoring, please do not enroll in the course.)

There will be lectures and lab activities throughout the month of May to the first two weeks of

June. Students will be completing their informal assessments of their tutees in schools, and

making appointments to meet with the instructor. Each student will be seen individually for

about 30 minutes to learn to write an individualized education program (IEP) for his/her tutee,

a child or adolescent with learning disabilities.

In July, for 3 weeks (July 5th - 22rd) each SFU student will tutor a student with learning

disabilities one hour daily four mornings a week, Monday to Thursday. There will be two

shifts in tutoring: 10:00am-11:00 am; 11:15 am to 12:15 noon. There will be no formal lecture

in the first week of tutoring, but students are free to consult and confer with the instructor and

teaching assistant. Lectures resume for second and third weeks in July. On the last day of class

there will be a cracker barrel session in which students share what they have learned in tutoring.

REQUIRED TEXT

Wong, B.Y.L. The ABC's of Learning Disabilities San Diego: Academic Press, 1996.

ISBN 0-12-762545-3.

N.B. Students please note that tutoring may involve xeroxing of materials. Please be prepared to budget $20.00 for

xeroxmg costs.