Special Education 4351/5351

Learning Disabilities Characteristics and Interventions

University of Minnesota Duluth

Fall 2006 (4 semester credits)

Instructor: Dr. Trudie Hughes

Course Description:

Characteristics of learning disabilities, emphasizing language and processing deficits and how they interfere with academic achievement and social relationships; assessment and intervention approaches for students with learning disabilities. 30 hour practicum.

Required Texts / Readings :

Bender, W. N.  (2004). Learning Disabilities Characteristics, Identification, and Teaching

Strategies (5th ed.)  Boston: Allyn and Bacon

Course Outcomes:

Dispositions :

The following definition of disposition has been adopted by the Special Education Program. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum.

Disposition: A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor – these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2 nd College Edition.

The candidate appeared to exhibit the following through their observable demeanor, and behavior:

1. Commitment to lifelong learning and appreciation of multiple perspectives.
2. Appreciation of individual variation and diverse talents of all learners.
3. Sensitivity to community and cultural norms.
4. Values educational technology and flexibility in the teaching and learning process.
5. Belief in establishing a safe and positive learning environment.
6. Understanding of the power of effective and thoughtful communication.
7. Values the planning process.
8. Belief that ongoing assessment is essential to the learning process.
9. Commitment to reflection, feedback and assistance in order to develop professionally.
10. Appreciation of collaboration, collegiality, and ethical considerations within the profession.

Instructional Strategies:

This course has an applied emphasis. The teacher candidates will be exposed to a variety of teaching strategies as demonstrated by the instructor throughout the course. At a minimum, these include: direct instruction, positive reinforcement systems, learning strategies, cooperative learning, cognitive behavior modification, visual imagery, informal assessment, multiple intelligence theory application, sensory integration, technology application, and several reading, writing and math teaching strategies.

Diversity:

Our candidates are prepared to be culturally and linguistically sensitive, and guided to address all aspects of diversity including ethnicity, gender, sexual orientation, and disability. We do this by incorporating research, projects, and practical experiences with exposure to children, families, cultures and settings of diverse populations in our program.

UMD Learner‑Sensitive Teacher Conceptual Framework:

The course relates to UMD Learner‑Sensitive Teacher Conceptual Framework and its five themes in the following ways: The course emphasizes reflecting about one's practices in addressing academic differences. Collaboration also plays a major role as we use each other's strengths to address learning differences studied during the course. We will work both to recognize the multiple perspectives and strengths that diversity contributes to our task of helping students learn and to be sensitive to the issues that sometimes appear with diversity. The use of computer technology is expected in preparing for class and completing assignments. Additionally, students will be encouraged to seek assistive and computer technology solutions for use in educationally relevant ways for students exhibiting learning difficulties. Finally, the ultimate purpose of this course is to empower the prospective teacher of special education through the development of skills in promoting positive academic, social, and behavioral learner outcomes.

Course Requirements/Expectations:

1. Teacher candidates are expected to attend all scheduled classes and are responsible for all material covered in class and in the required texts & readings.
2. Teacher candidates are to be prepared for each class.
3. Assignments are due at assigned dates and time.
4. Unless otherwis specified, all assignments must be submitted in typed hard copy or electronically.

Professional Conduct and Academic Dishonesty:

It is expected that teacher candidates seeking special education certification will demonstrate specific skills in professional conduct for operating in educational settings. Therefore, your dispositions and conduct in class will be observed and evaluated (see disposition statement above).

Professional conduct is defined as skills required for successful future teaching and/or appropriate interpersonal interactions in educational settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward other course participants and course activities. Up to one full letter grade (10%) can be added or deducted to your final score based on the instructor's evaluation and documentation. Extreme or sustained acts demonstrating lack of professional conduct, including academic dishonesty, will warrant a grade of “F” for the course.

Academic Dishonest in any form (such as plagiarism or cheating on tests and assignments) will not be tolerated. Teacher candidates who misrepresent their work or commit other acts of dishonesty will receive a failing grade for the course and will be recommended for removal from teacher education.

Assessment :

Assignments:

1. Journal Reviews : Locate, read, and review current journals in the field related to children with learning disabilities in your practicum age group. Type your reviews in the format provided (distributed in class). Each candidate will complete three reviews. See due dates below. 10 points each (30).
2. Midterm Exam : An exam covering material from the readings and class discussions will be given in class. This exam is objective in nature. It is only given in class the day designated below with no exceptions. Additionally, the Professor reserves the right to give two pop quizzes unannounced in class. 25 points.
3. Position Paper: After reading related chapters in your text, journals, and related information on the internet, develop your own position on what you believe to constitute a learning disability, how it should be identified, and how we can best meet the needs of children on the continuum of learning disabilities from at-risk through severe. This paper is no more than 3 typed pages, using APA format for headings and citations, and must include a minimum of five citations to support your position. 25 points.
4. Assessment/Intervention Project : Using a curriculum-based assessment, (format distributed in class), assess one student in your practicum in one curricular area . You may use a standardized assessment (e.g., Test of Language Development-TOLD, Peabody Picture Vocabulary Test, Woodcock-Johnson III Test, Woodcock- Reading Mastery Tests -Revised, etc.) to assess the student on specific content area skills. Based on your assessment, create a learning tool or strategy that you will work on with the student in order to remediate the problem.  Make sure that this tool directly addresses the academic weakness.  Create a data collection method and positive reinforcement strategy to implement the learning tool. Keep data throughout the implementation process. Your final report will include: basic demographics of the student and your rationale for selection of that student for this project; your CBA and student outcomes; your learning tool, data protocols, and positive reinforcement system; and your description of the strengths and weaknesses of the process of this project. 35 points.
5. Participation/Attendance : As mentioned above, professionalism is expected. Missed class and/or lack of participation will result in loss of points.
6. Practicum : Points for practicum are integrated into each related assignment. Total points possible: 100 .
7. Final Exam: An exam covering material from the readings and class discussion will be given in class. This exam is objective in nature. It is only given in class the night designated below with no exceptions. This exam will cover the material following the midterm exam and is not cumluative from the first day of class. 25 points.

Grading:

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. The following levels of competence are defined:

•  A= work considered ‘distinguished', that is work exemplifying honors level effort in writing, presentation, assignments, exams, and meeting class expectations. In addition to full credit on assignments, the candidate must attend regularly and make significant professional contributions to the class. Standards based mastery of content and skill.

•  B= superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation that merits certification-level mastery of standards-based content and skills.

•  C= work considered acceptable in meeting specific criteria for university credit, but lacks appropriate certification levels of pre-service mastery of standards-based content and skill. Course will need to be retaken or assignments redone to be recommended for special education licensure.

•  D= work that is minimally acceptable requiring major additional work to achieve certification level of mastery of standards-based content and skill.

•  F= unsatisfactory work considered unacceptable.

Disability Statement:

If you have a disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform me. I will work with you confidentially and make every effort to appropriately adapt methods, materials, and evaluations as needed to provide for equitable participation. If you have a disability and have not registered with the UMD ACCESS Center – I recommend that you do so.

Bibliography / Expanded Readings :

Minnesota Special Education Rules and Regulations: http://cfl.state.mn.us/SPEDED/spedcd

Federal Special Education Rules and Regulations: http://www.ws.gov/offoces//OSERS/

Teacher resource site: http://www.ldonline.com

Recommended further reading: Healy, J. (1999). Endangered minds: Why children don't think and what we can do about it. NY: Simon & Schuster.

Class Schedule:

**This schedule subject to change at the Professor's discretion based on the needs of the teacher candidates.