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  2. Strategies for Teaching Students with Learning Difficulties and Learning Disabilities [EDU4221]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Strategies for Teaching Students with Learning Difficulties and Learning Disabilities

  • Unit Code

    EDU4221

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the psychological and educational problems of children with learning difficulties and learning disabilities. The process of assessing literacy based skills and analysing student work samples is a strong focus in this unit that leads to the selection of appropriate strategies and approaches to remediate skill deficits. The unit has a highly practical component and includes a case study.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and evaluate research articles in the field.
  2. Analyse the psychological and social profiles of children with learning difficulties and learning disabilities.
  3. Discuss the major policy issues in respect of service delivery to children with learning difficulties and learning disabilities.
  4. Discuss the major programs and curricula used by teachers working with children with learning difficulties and learning disabilities.
  5. Outline the teaching strategies required in teaching children with learning difficulties and learning disabilities.

Unit Content

  1. Analysis and evaluation of research in the field.
  2. Assessment methods including standardised tests, teacher tests and critical analysis of student work samples and observed behaviours to determine learning strengths and weaknesses in the area of literacy development.
  3. Empirically based strategies to support students with learning difficulties and learning disabilities.
  4. Mapping the territory: understanding the nature and incidence of learning difficulty and learning disability terminology used to describe students withsuch difficulties and disabilities.
  5. The reading, spelling and writing process, the common literacy difficulties students experience and strategies to support literacy development.

Additional Learning Experience Information

Knowledge and skills will be developed by lectures, tutorials and practical experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Case StudyStudent with a learning difficulty or learning disability50%
ExaminationExamination50%

Text References

  • ^ Dyslexia-Speld Foundation Literacy and Clinical Services. Understanding learning difficulties: A practical guide. South Perth, Australia: DSF Literacy Services.
  • Lerner, J., & Kline, F, (2006). Learning disabilities and related disorders. Boston: Houghton Mifflin Company.
  • Westwood. P. (2006). Teaching Learning Difficulties: Cross Curricular Perspectives. Camberwell: ACER Press.
  • Westwood, P. (2004). Learning and learning difficulties: A handbook for teachers. Camberwell: ACER Press.
  • Snowling. M. (2000). Dyslexia. Oxford: Blackwell.
  • Bender, W. (2004). Learning disabilities, characteristics, identification and teaching strategies. Boston: Pearson Education, Inc.
  • Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. NY: Academic Press.
  • Henry, M. (2003). Unlocking literacy. NJ: Brookes Publishing.
  • Moats, L. (2000). Speech to print - Language essentials for teachers. NJ: Brookes Publishing.
  • Shaywitz, S. (2003). Overcoming dyslexia. NY: Alfred A. Knopf.
  • Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. http://www.nap.edu/books/030906418X/html/index.html

Journal References

  • Australian Journal of Learning Disabilities

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4221|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Strategies for Teaching Students with Learning Difficulties and Learning Disabilities

  • Unit Code

    EDU4221

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the psychological and educational problems of children with learning difficulties and learning disabilities. The process of assessing literacy based skills and analysing student work samples is a strong focus in this unit that leads to the selection of appropriate strategies and approaches to remediate skill deficits. The unit has a highly practical component and includes a case study.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and evaluate research articles in the field.
  2. Analyse the psychological and social profiles of children with learning difficulties and learning disabilities.
  3. Discuss the major policy issues in respect of service delivery to children with learning difficulties and learning disabilities.
  4. Discuss the major programs and curricula used by teachers working with children with learning difficulties and learning disabilities.
  5. Outline the teaching strategies required in teaching children with learning difficulties and learning disabilities.

Unit Content

  1. Analysis and evaluation of research in the field.
  2. Assessment methods including standardised tests, teacher tests and critical analysis of student work samples and observed behaviours to determine learning strengths and weaknesses in the area of literacy development.
  3. Empirically based strategies to support students with learning difficulties and learning disabilities.
  4. Mapping the territory: understanding the nature and incidence of learning difficulty and learning disability terminology used to describe students withsuch difficulties and disabilities.
  5. The reading, spelling and writing process, the common literacy difficulties students experience and strategies to support literacy development.

Additional Learning Experience Information

Knowledge and skills will be developed by lectures, tutorials and practical experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Case StudyStudent with a learning difficulty or learning disability50%
ExaminationExamination50%

Text References

  • ^ Dyslexia-Speld Foundation Literacy and Clinical Services. Understanding learning difficulties: A practical guide. South Perth, Australia: DSF Literacy Services.
  • Lerner, J., & Kline, F, (2006). Learning disabilities and related disorders. Boston: Houghton Mifflin Company.
  • Westwood. P. (2006). Teaching Learning Difficulties: Cross Curricular Perspectives. Camberwell: ACER Press.
  • Westwood, P. (2004). Learning and learning difficulties: A handbook for teachers. Camberwell: ACER Press.
  • Snowling. M. (2000). Dyslexia. Oxford: Blackwell.
  • Bender, W. (2004). Learning disabilities, characteristics, identification and teaching strategies. Boston: Pearson Education, Inc.
  • Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. NY: Academic Press.
  • Henry, M. (2003). Unlocking literacy. NJ: Brookes Publishing.
  • Moats, L. (2000). Speech to print - Language essentials for teachers. NJ: Brookes Publishing.
  • Shaywitz, S. (2003). Overcoming dyslexia. NY: Alfred A. Knopf.
  • Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. http://www.nap.edu/books/030906418X/html/index.html

Journal References

  • Australian Journal of Learning Disabilities

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4221|1|2