EDEX222

EDEX622

Nature and Theories of Learning Disabilities

 

 

Instructor: Pat Hensley                                            Classroom:  Hipp Hall 209

Email: patricia.hensley@furman.edu                         Time:  9-11:45

 

Required Text: Lerner, J. W. & Kline, F. (2006). Learning Disabilities and Related Disorders:Characteristics and Teaching Strategies Tenth Edition, Houghton Mifflin, ISBN: 0-618-47402-1 

 

Vision Statement

The teacher education program at Furman University prepares educators as scholars and leaders.

 

Mission Statement of the Teacher Education Program

Furman University prepares teachers and administrators to be scholars and leaders, who use effective pedagogy, reflect critically on the practice of teaching, promote human dignity, and exemplify ethical and democratic principles in their practice.  Furman is committed to a program of teacher education that calls for collaborative, interdependent efforts throughout the academic learning community.

 

 

The teacher education program is anchored in the university’s commitment to the liberal arts—encompassing the humanities, fine arts, mathematics, and social and natural sciences as the essential foundation for developing intellectually competent educators.  Furthermore, candidates develop professional content knowledge, pedagogical skills, and dispositions through:

•         Mastery of subject matter

•         Understanding of philosophical, historical, sociological, and political foundations of education

•         Understanding of human development and its implications for learning

•         Understanding of social/cultural relationships

•         Understanding the interrelationship of curriculum, instruction, and assessment

•         Practice of critical inquiry and reflection on teaching and learning

•         Opportunities for leadership development

•         Opportunities to study and practice effective communication

•         Collaboration with peers and others

 

Knowledge, Skills, and Dispositions

      Knowledge

      Educators will:

•         Understand the relationship among human development, teaching, and learning.

•         Understand how diverse cultural, ethnic, socioeconomic, gender, and exceptionality issues affect student learning.

•         Understand the interrelationship of curriculum, instruction, and assessment.

•         Relate disciplinary knowledge across the curriculum.

•         Know and understand concepts related to technology.

•         Know verbal, nonverbal, and media/technology strategies for effective communication with all students.

 

     Educators as Scholars will:

•         Understand philosophical, historical, and sociological foundations of education and implications for teaching in a diverse society.

•         Understand major concepts, processes of inquiry, and ways of knowing central to the subject area(s) of preparation.

 

        Educators as Leaders will:

•         Understand the social, ethical, legal, and human issues involved in the use of technology in the schools.

 

     Skills

     Educators will:

•         Demonstrate basic proficiency in the use of current technologies appropriate for education.

•         Incorporate into practice prevailing theories of human development, cognition, intelligence, and multicultural education.

•         Demonstrate command of the subject matter(s) of preparation.

•         Demonstrate the use of a variety of appropriate assessments.

•         Demonstrate effective long- and short-range planning strategies

•         Demonstrate use of accurate and current content from multiple sources to make subject matter meaningful to all students.

•         Reflect critically and systematically on the effects of decisions and actions on others to improve practice.

•         Demonstrate professional and responsible behavior in all interactions.

•         Seek current information, resources and technologies to design effective learning environments and enhance teaching and learning.

 

            Educators as Scholars will:

•         Apply theories, research and best practices to teaching and learning.

•         Use classroom-based research to improve teaching and learning.

 

     Educators as Leaders will:

•         Model ethical and democratic principles in all relationships.

•         Demonstrate willingness to evaluate established practices and assumptions.

•         Demonstrate confident decision-making to initiate change or influence others for the improvement of educational practice.

 

     Dispositions

     Educators will:

•         Respect and value all students and their diverse talents and abilities.

•         Be sensitive to community and cultural norms.

•         Establish and maintain high expectations for all students

•         Appreciate multiple perspectives presented by others.

•         Convey passion for teaching, learning, and self-renewal.

•         Be thoughtful and responsive in listening to others.

•         Appreciate cultural dimensions of communication.

•         Value working collaboratively with colleagues and other professionals.

 

     Educators as Scholars will:

•         Convey inquisitiveness about learning.

•         Model belief in continuous learning.

•         Commit to inquiry, reflection and self-assessment to improve practice.

•         Value collaborative efforts to enhance practice and solve problems.

 

     Educators as Leaders will:

•         Value the leadership qualities that others bring to education.

•         Believe in the application of democratic principles in all aspects of education.

•         Believe that access to knowledge should be made available to all students.

•         Convey willingness to take risks as an advocate for the well-being of all students.

•         Believe that collaborative relationships beyond the educational community provide a more relevant experience for students.

 

Course Description:  The field of specific learning disabilities is dynamic; a field in which many questions have been answered but also one in which new questions and issues arise. The foundations of this field, including its history, definitions, and related educational theories will be presented in this course. Identification, assessment, and available educational services will be discussed. Effects of learning disabilities on the preschooler, the elementary school student, the adolescent, and the adult will be addressed. Also the impact of learning disabilities with students of diversity will be considered. Finally, difficulties in specific academic and appropriate instructional strategies will be studied. Individual reflections and classroom discussions about related field experiences will be made.  

 

Course Objectives:  

Upon completion of the course, the student will have the opportunity to possess:

1.      Historical foundations, classical studies, and major contributors in the field of learning disabilities. LD1, K1

2.      Philosophies, theories, models and issues related to individuals with learning disabilities. LD1, K2

3.      Impact of legislation on the education of individuals with learning disabilities. LD1, K3

4.      Laws and policies regarding pre-referral, referral, and placement procedures for individuals who may have learning disabilities. LD1, K4

5.      Current definitions and issues related to the identification of individuals with learning disabilities. LD1, K5

6.      Etiologies of learning disabilities. LD2, K1

7.      Neurobiological and medical factors that may impact the learning of individuals with learning disabilities. LD2, K2

8.      Psychological, social, and emotional characteristics of individuals with learning disabilities. LD2, K3

9.      Impact of co-existing conditions and exceptionalities on individuals with learning disabilities. LD3, K1

10.  Effects of phonological awareness on the reading abilities of individuals with learning disabilities. LD3, K2

11.  Impact learning disabilities may have on auditory and information processing skills. LD3, K2

12.  Strategies to prepare for and take tests. LD4, K1

13.  Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings. LD4, K2

14.  Methods for increasing accuracy and proficiency in math calculations and applications. LD4, K3

15.  Methods for teaching individuals to independently use cognitive processing to solve problems. LD4, K4

16.  Methods for guiding individuals in identifying and organizing critical content. LD4, K5

17.  Typical language development and how that may differ for individuals with learning disabilities. LD6, K1

18.  Impact of language development and listening comprehension on academic and non-academic learning of individuals with learning disabilities. LD6, K2

19.  Relationships among reading instruction methods and learning disabilities. LD7, K1

20.  Sources of specialized curricula, materials, and resources for individuals with learning disabilities. LD7, K2

21.  Interventions and services for children who may be at risk for learning disabilities. LD7, K3

22.  Use and limitations of assessment instruments.

23.  Gather relevant background information. CC8, S1

24.  Use and limitations of assessment instruments. LD8, K4

25.  Gather relevant background information. CC8, S1

26.  Terminology and procedures used in the assessment of individuals with learning disabilities. LD8, K1

27.  Factors that could lead to misidentification of individuals as having learning disabilities. LD8, K2

28.  Procedures to identify young children who may be at risk for learning disabilities. LD8, K3

29.  Ethical responsibility to advocate for appropriate services for individuals with learning disabilities.  LD9, K1

30.  Professional organizations and sources of information relevant to the field of learning disabilities. LD9, K2

31.  Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. LD10, K1

32.  Services, networks, and organizations that provide support across the life span for individuals with learning disabilities. LD10, K2

 

Click this link to see the entire syllabus in document form. You may print this for yourself if you wish.

 

Graduate Students: FurmanEDEX622Syllabus.doc

 

Undergraduate Students: FurmanEDEX222Syllabus.doc