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The American University College of Arts and Sciences School of Education, Teaching & Health Syllabus EDU 645 Fall 2013
Course Prefix, Number, Title, and Credit: EDU 645 Learning Disabilities I 3 semester hours Thursdays 5:30-8:00 pm
Instructor: Alida Anderson, Ph.D. Office: 218 Gray Hall Office Hours: Wednesdays and Thursdays 2 to 4 pm; other times by appointment Phone: (202) 885-6214 E-mail: [email protected]
Course Description:
This course introduces neurological and developmental aspects of learning disabilities, and gives an overview of the field. We examine emotional and social implications of learning disabilities, and how current brain research can impact teaching and counseling this population. Emphasis is on seeking the strengths, fostering the different intelligences, and addressing the weaknesses of children and adults with learning disabilities.
Prerequisite: EDU 545, 541 or permission of instructor
Required Texts 1) Lerner, J. & Johns, B. (2009). Learning Disabilities and Related Mild Disabilities: Characteristics, Teaching Strategies, and New Directions (11th Ed.). Boston, MA: Houghton Mifflin. 2) See reading list on pp.10-11 of syllabus 3) Other readings will be distributed in class or via the course Blackboard (BB) site
Recommended Text: Irvine Belson, S. (2003). Technology for Exceptional Learners. Boston, MA: Houghton-Mifflin.
Computer Accounts: We will use the course Blackboard site to share course content and materials, to submit projects and assignments, and to receive feedback.
Students may acquire computer accounts providing access to the email system and campus wide network at AU (Eaglenet) through Computer Accounts in the Office of Information Technology. All students MUST read their AU email, and are strongly encouraged to forward their AU email Anderson Fall 2013 EDU-645 page 2 to the account they read most frequently. All AU email accounts are issued free of charge and will expire when you graduate from AU (or shortly thereafter).
Course Objectives: Upon completion of the class, the student will be able to: 1) Present the models, theories and philosophies that provide the basis for teaching practice for students with learning disabilities. 2) Describe the rights and responsibilities of parents, students, teachers, and other professionals as they relate to individual learning needs. 4) Discuss the educational implications of characteristics of various types of learning disabilities. 5) Discuss the evolution and current trends of terminology, philosophies, and theories that relate to teaching children with learning disabilities. 6) Describe the characteristics of individuals with learning disabilities, including intelligence, perception, memory, thinking skills, and language development. 7) Discuss the relationship between individuals with learning disabilities and other conditions, including attention deficit disorder, dyslexia, language disorders, and traumatic brain injury. 8) Describe the impact of delayed language development and immature social skills on students with learning disabilities. 9) Design an appropriate learning environment for students with learning disabilities. 10) Present research and findings of professional organizations, such as the Learning Disabilities Association of America (LDA), The International Dyslexia Association (IDA), Children with Attention Deficit Disorder (CHADD), and the National Center for Learning Disabilities (NCLD).
Philosophy of the School of Education, Teaching & Health: The mission of the School (SETH) is the professional development of dedicated and proficient teachers, educational leaders, health professionals, and researchers. Graduates should be equipped to accommodate learner needs, to nurture the strengths and talents of those they serve, and to provide leadership in large and small organizations, classrooms, educational institutions, and public policy arenas. In partial fulfillment of that mission, SETH offers programs that prepare teachers, educational leaders and managers, education specialists, health promotion specialists, and researchers for careers in schools, colleges and universities, federal, state and local government agencies, business, and community and professional organizations. These programs provide candidates with opportunities to collaborate with professionals in public schools, educational organizations, and federal agencies through internships, practica, and research. Graduates are equipped to meet individual needs, to nurture the strengths and talents of those individuals, and to initiate and provide leadership in classrooms, educational institutions, and in the public policy arena. The mission of the SETH is derived from the faculty's shared conviction that the fundamental task preparing effective professionals who understand and model a commitment to excellence, equity, community and diversity.
The School of Education, Teaching & Health faculty and staff are committed to celebrating diversity and building a community of learners. As we work in collaboration in and out of the classroom: We believe that respecting each other's differences and opinions leads to a positive and Anderson Fall 2013 EDU-645 page 3
open environment, We believe that open discourse promotes reflective and thoughtful educators, We believe that equitable treatment of each other is necessary for a positive, sustained, and working community, and We believe that each and every member of the community can make a valuable contribution to the community. These beliefs in action provide for all students, staff, and faculty a safe, productive, and positive educational community.
Course Outline: This course is designed to give you knowledge and skills related to working with individuals having learning disabilities, along with other professionals and parents. The course outline below is designed to guide us through the semester to meet the objectives of the class as well as to give you an opportunity to work with your classmates and/or mentor teacher at The Lab School to learn more about the practical aspects of teaching students with LD. Topics not presented below, but of interest to you, are welcome additions to the course.
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EDU 645 Course Outline – Fall 2013
Note: This is a proposed schedule subject to change as some lectures/activities may require more or less class time. Date Topic Assignment Aug Welcome! Reading #1: review Blackboard course site; FAT City 29 Course Overview/Introduction • Explain Syllabus and assignment review Sept What is LD? Reading #2: Johnson & Myklebust, Ch. 1; Hallahan, 5 Definitions (IDEA, NJCLD) Ch. 1; Lerner, Ch 1; handouts
Sept Causes of LD; History and legislation Reading #3: Lerner, Ch. 1; Hallahan, Ch. 2; handouts 12 (see Jamal and Shannon’s cases online) Sept Conceptual Hierarchy of LD Reading #4: Johnson & Myklebust, Ch. 2; 19 Diagnostic-prescriptive teaching Lerner Ch. 2-3; handouts Task analysis Reading Journal 1 due
Sept The neuropsychology of LD Reading #5: handouts, Hallahan, Ch. 2, Lerner Ch. 10 26 Attention, perception, memory, conceptualization Executive function Oct LD subtypes Reading #6: handouts, Lerner Ch. 11 3 Language Reading Journal Response 1 due
Oct LD subtypes Reading #7: handouts, Lerner Ch. 12 10 Reading
Oct LD subtypes Reading #8: handouts, Lerner Ch. 13 17 Written language Task Analysis #1 due
Oct LD subtypes Reading #9: handouts, Lerner Ch. 14 24 Mathematics Oct LD and comorbidity with other conditions Reading #10: handouts, Lerner Ch. 6, 7 31 ADHD, EBD (anxiety, OCD, depression, ODD)
Nov Evidence based remediation Reading #11: handouts, Task Analysis #2 due 7 LD remediation tips Concrete-representational-abstract hierarchy
Nov LD and Sensory-Motor Integration Reading #12: handouts 14 Reading Journal 2 due
Nov Art as a mediator of learning Reading #13: handouts 21 Art based approaches Reading Journal Response 2 due Integrated arts Nov No class – Happy Thanksgiving 28 Dec Diagnostic prescriptive teaching materials Task analysis #3 due 5 Teacher competencies/strategy instruction Course evaluation Dec Exam Week LD I exam due 12 Student presentations
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Course Policies:
Course Requirements Assigned readings are indicated in the course schedule. The assigned readings (via handouts and Blackboard) are designed to serve as reference materials for issues and specific technical information with regard to working with students having LD. It is expected that all students will read the course readings prior to class.
Attendance Your attendance is critical for your success in this course, and you are expected to attend all sessions. Students who miss more than 2 unexcused class sessions will earn a “one-half letter grade” (i.e. A- > B+) deduction from the final grade in the course. Students who miss more than 4 unexcused class session earn a “one letter grade” (i.e. A > B) deduction from the final grade in the course. Students who miss more than 5 class sessions earn an “F” in the course.
Assignments and Due Dates Several applied projects and activities will be assigned throughout the course. These projects are described in the section below. Due dates are listed on the course schedule. Projects will be objectively assessed with regard to the criteria detailed below. All projects and activities must be completed to earn a final grade for the course.
Assessment of Performance Achievement of course objectives will be measured through the instructor's evaluation of student participation in class discussion, out-of-class assignments, written assignments, and projects.
Class participation 15 points Task Analysis 30 points Reading Journals (2x10 pts each) 20 points Reading Responses (2x10 pts each) 20 points LD I/II Exam 15 points
Percent of Total Points available will be used to determine the class grade as follows: 100 - 94% A 86 - 82% B 74 - 71% C 93 - 90% A- 81 - 78% B- 70 - 67% D 89 - 87% B+ 77 - 75% C+ 66% and below F
Late Assignments: Students are strongly encouraged to turn in all assignments on time. Points will be deducted (.05 of the total number of points possible for each day late) from all assignments that are turned in after the due date listed in this syllabus unless arrangements have been made with the professor at least 48 hours in advance of the due date.
Course Requirements:
1. Class participation and preparation (postings on Blackboard; 15% of final grade). It is expected that all students will attend and participate in class discussions and activities. Each Anderson Fall 2013 EDU-645 page 6 week, we will discuss a variety of issues and topics related to LD. During our course meetings, and to some extent via Blackboard, you will participate in activities and discussions. These activities are designed to help give you hands-on experience in thinking about the issues related to working with students with LD, their families, and other professionals. These activities also will provide an opportunity for you to articulate your own philosophies of working with students having diverse learning needs. The course Blackboard site may also be a place for ongoing discussion as well as resource sharing. A class participation grade will be assigned based on each student’s participation and engagement in class discussions and activities throughout the semester. Students will earn points in class activities throughout the semester. Thus, students are encouraged to attend each and every class, as an activity will be administered at different points during each class. These activities will be presented and completed in groups during the class period, and at times outside of class time. Thus, the in-class context cannot be replicated, and no make-up credit will be issued for missed activities.
2. LD I/II Exam (15% of final grade): Students will complete a take home examination focused on terminology, legislation, theoretical background, and service provision of LD.
3. Task Analysis (Due 10/17, 11/7, 12/5, 10 points each; 30% of final grade): To teach students with LD you need to depend upon multiple resources and to develop problem-solving ingenuity. If you do it right, your intellect is stretched continually. To be extraordinarily organized is important, since you are working with students having organizational difficulties. Systematic teaching with precise objectives is required, and within those objectives you fold creativity. In order to accomplish this, you need the knowledge and skills to analyze each task that you are asking a student to do. This is called analyzing a task or Task Analysis. Thus, you have three assignments requiring you to develop the skill, to the point that it becomes automatic. This training will equip you to use diagnostic-prescriptive teaching that works best for students with LD. The task analysis assignments frame your perspective to meet the needs of your future students who could require every task to be broken down into its smallest components. This is critical knowledge and skill for you to develop in this course – a way of approaching work with a student who has LD. If you want to teach a particular task to a student with LD, you have to know the component parts of the whole task. You have to be able to break it down to the smallest units in order to find the student’s point of weakness and teach it step by step up from there. It is crucial that the professional working with the student keeps asking herself/himself, "What am I demanding of this student? What is involved in doing this task?" This way of thinking is important for you to adopt. How about questioning some simple tasks that you, in your life, do every day? What do you need to know in order to brush your hair, your teeth, put on your watch, take the correct bus, read the newspaper? As often as possible, ask yourself, "What do I need to know in order to do this?" Start breaking these queries down in sequence. To brush your hair, you need to be able to see and pick up the brush before you do any movement with it. Try the sequences you have outlined. Inevitably, you must break it down into smaller and smaller components. To be sure you have covered every important detail you must do this a number of times. You cannot design an effective plan to teach a student step by step, unless you have a detailed task analysis plus a profile on how the student learns. Does the student learn best through demonstration, seeing or hearing instructions, or some combination of these? Does Anderson Fall 2013 EDU-645 page 7 he/she need to talk it out to himself, experiment and discover how it works or, perhaps, see a diagram? Remember that when you do your task analysis, it is NOT a teaching plan, and it is NOT a profile of a student. It is a highly detailed outline of the component parts that one needs to know to do a given task in order to find out where the student’s difficulties lie, and what must be taught. It is from the task analysis examined alongside the profile of the student that we create a teaching plan. * As a General Guideline: A Task Analysis should be around 5 pages, double-spaced. BUT- this is a guideline, you need to be very thorough in your analysis and go to the most miniscule level to describe each step, making sure you cover all the areas that might be at play in a task – auditory, visual, motor, processing, etc. You can refer back to sections if you have already written them for clarity sake.* This semester you are learning the technique of isolating all the components of a particular task. You are to analyze the tasks in infinite detail. When you have done it for the first time, then break it down even more, and make it more detailed. It helps if you create categories and slot your information under each. You will see some sample task analyses in your Graduate Student Handbook and on our BB course site.
Some Categories to Use to Approach a Task Analysis ( Not exhaustive!) : Input – Storage – Output Visual Memory -Perception -Retrieval -Discrimination -Storage -Acuity
Auditory Spatial/Temporal -Perception -directionality -Discrimination -timing -Acuity
Language Sequencing -Comprehension - auditory -Expressive - visual -Receptive - motor -Pragmatics Attention -impulsivity (impulse control) -distractibility -hyper/hypo-activity Motor -fine motor Figure-Ground -gross motor - auditory -oral motor/articulation -visual -body in space -coordination Organization Anderson Fall 2013 EDU-645 page 8
Cognitive -overall -storage abilities-memory -visual -executive function
-Behavioral Difficulties -Regulation -Social Norms
4. Reading Journals (Due 9/19 and 11/7, 10 points each; 20% of final grade): You will choose two books to read over the semester from the recommended lists on LDI/II syllabi. Please provide the full citation for the books you select for your journals. Each reading journal entry should be between 1-3 pages double-spaced. The rubric for this assignment will be posted on BB’s discussion board, where you should post your papers.
5. Reading Journal Responses (Due 10/4 and 11/29, 10 points each; 20% of final grade): There are multiple perspectives on the field of learning disabilities. You have an opportunity to share your thoughts with your classmates on two books of your choice. You are also required to read and respond to other reading journals on the class Blackboard site. Your reading journal response should begin by stating the name and author of the book who is posting the journal response, at least six (6) quality paragraphs. This can be focused on thoughts you jot down as you read your classmate’s Journal, sections you found particularly helpful and why, key words or phrases, a response to one section of the paper, a response to the entire book focus or issue, how it compares to another book on a similar topic, how it relates to your students, how it relates to your experiences in school, etc. You will find a rubric for this assignment on the BB discussion board, where you will post your papers.
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READING LIST You are REQUIRED to read and write about 2 of the following:
Armstrong, T. (2000). Multiple Intelligences in the Classroom. (2nd Ed.) Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Ayers, J. (2005). Sensory Integration and the Child: Understanding Hidden Challenges (25th Anniversary Ed.). Los Angeles: Western Psychological Services. Baker, J. (2008). No more meltdowns: Positive strategies for managing and preventing out-of- control behavior. Arlington, TX: Future Horizons. Brodey. D. (2007). The Elephant in the Playroom: Ordinary Parents Write Intimately and Honestly About the Extraordinary Highs and Heartbreaking Lows of Raising Kids with Special Needs. New York: Hudson Street Press. Buck, P. (1992). The child who never grew, Woodbine House. Crawford. G. (2007). Brain-Based Teaching with Adolescent Learning in Mind (2nd Ed.). Thousand Oaks, CA: Corwin Press. Erlauer, L. (2003). The Brain-Compatible Classroom: Using What We Know About Learning to Improve Teaching. (2nd Ed.) Alexandria, VA: ASCD. Feifer, S. and Toffalo, D. (2007). Integrating RTI with Cognitive Neuropsychology: A Scientific Approach to Reading. Frederick, Maryland: Signature Book Reading. Fields-Meyer, T. (2011). Following Ezra: What one father learned about Gumby, otters, autism, and love from his extraordinary son. New York: New American Library. Gardner, H. (1999). The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster. Gardner, H. (2011). Frames of mind, the theory of multiple intelligences. New York: Basic. Gardner, N. (2008). A friend like Henry. Naperville: Sourcebooks, Inc. Gillett, P. (1993). Auditory Processes (Revised Edition). Novato, CA: Academic Therapy Press. Ginsberg, D. (2002). Raising Blaze: A Mother and Son’s Long, Strange Journey into Autism. New York: Harper Collins Publishers. Goleman, D. (1997). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books. Goleman, D. (2008). Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children. New York: Bantam Books. Gottman, J. (1997). Raising an Emotionally Intelligent Child. New York: Simon and Schuster. Grandin, T. (2006). Thinking in pictures. Vintage Press. Haddon, M. (2003). The curious incident of the dog in the night-time. Doubleday. Hamill, D. & Bartel, N. (1995). Teaching Students with Learning and Behavior Problems. Austin: Pro-Ed. Harry, B. (2010). Melanie: Bird with a broken wing. Baltimore, MD: Brookes. Hayden, T. (1980). One child. Avon Books. Healy, J.M. (1999). Endangered Minds. New York: Simon and Schuster. Jensen, E. (2005). Completing the Puzzle: The Brain Compatible Approach to Learning (2nd Ed.)Del Mar, CA: The Brain Store Publishing. Jensen, E. (2005). Teaching With the Brain In Mind (2nd Ed.). Alexandria, Virginia: ASCD. Kranowitz, C. (2005). The out-of-sync child: Recognizing and coping with sensory processing disorder. Perigee. Lantieri, L. (2008). Building Emotional Intelligence. Boulder, CO: Sounds True, Inc. Anderson Fall 2013 EDU-645 page 10
Mamen, M. (2007). Understanding Nonverbal Learning Disabilities: A Common Sense Guide for Parents and Professionals. London: John Kingsley Publishers. Mather, N. & Goldstein, B. (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Brookes Publishing. Minskoff, A. (2002). Academic Success Strategies: Adolescents with Learning Disabilities and ADHD. Baltimore: Brookes Publishing. Mooney, J. & Cole, D. (2000). Learning Outside the Lines: Two Ivy League students with learning disabilities and ADHD give you the tools for academic success and educational revolution. New York, NY: Fireside. Mooney, J. (2007). The Short Bus: A Journey Beyond Normal. New York. Holt Paperbacks. Pink, D.H. (2006). A Whole New Mind: Why Right-Brainers Will Rule the Future, New York, New York: Riverhead Books. Redfield Jamison, K. (1996) An unquiet mind: A memoir of moods and madness. Robison, J.E. (2008) Look me in the eye: My life with Aspergers. Three Rivers Press. Schneider, Catherine. (2006). Sensory Secrets: How to Jump-Start Learning in Children. Siloam Springs, Arkansas: The Concerned Group. Schultz, P. (2011). My dyslexia. New York: W.W. Norton & Company. Silver, L. B. (1984). The Misunderstood Child. New York: McGraw Hill. Simpson, E. (1981) Reversals: A personal account of dyslexia. Noonday Press. Smith, S. (1995) No easy answers: The learning disabled child at home and at school. Bantam. Smith, S. L. (2005). Live It, Learn It: The Academic Club Approach for Students with Learning Disabilities and ADHD. Baltimore: Brookes Publishing. Smith, S.L. (1993). Succeeding Against the Odds: How the Learning Disabled Can Realize Their Promise. Los Angeles: Jeremy P. Tarcher/Perigee Books. Smith, S.L. (2000). The Power of the Arts. Baltimore: Brooks Publishing, Supervision and Curriculum Development. Taylor, B. (2007) ADHD and me: What I learned from lighting fires at the dinner table. New Harbinger. Van Bloss, N. (2006). Busy Body: My Life with Tourette’s Syndrome. London: Fusion Press. Wadsworth, B. (2003). J. Piaget's Theory of Cognitive and Affective Development (5th Ed.). Wells, J. (2006) Touch and go Joe: An adolescent's experience of OCD. London. Weyandt, L.L. (2001). An ADHD Primer. Boston: Allyn and Bacon. Wilson, F. R. (1999). The Hand - How Its Use Shapes the Brain, Language and Human Culture. New York: Vintage Books. Wolfe, P. (2001). Brain Matters: Translating Research Into Classroom Practice.
General Information for School of Education Courses: Information about the University There are three University publications you will need to refer to for various academic issues: The University Catalog, 2009-2010 The Academic Regulations, 2009 (Nineteenth Edition) Anderson Fall 2013 EDU-645 page 11
The Student Handbook, 2009-2010 Incomplete Grades [Regulations, p. 21] Faculty members may approve student requests for an incomplete grade in rare and extreme classes, and must do so before the end of the semester. Only students who are passing a course (with a C or better) are eligible for a grade of incomplete. Students must complete and submit an Incomplete Contract Form to the faculty member. Academic Integrity Code [Regulations, pp. 93-96] Students are expected to conform to the regulations of the University in regard to academic integrity, especially in regard to plagiarism, inappropriate collaboration, dishonesty in examinations, dishonesty in papers, work for one course and submitted to another, deliberate falsification of data, interference with other students' work, and copyright violation. Services for Students with Disabilities [Handbook, pp. 81-88] Appropriate modifications to academic requirements may be necessary on a case-by-case basis to ensure educational opportunity for students with disabilities, and individual faculty members may need to modify specific course requirements to permit equal participation by students with disabilities. If you experience difficulty in this course for any reason, please consult your professor. A wide range of services is available to support you in your efforts to meet the course requirements. Academic Support Center (x3360, MGC 243) offers study skills workshops, individual instruction, tutor referrals, and services for students with learning disabilities. Writing support is available in the ASC Writing Lab or in the Writing Center, Battelle 228. Counseling Center (x3500, MGC 214) offers counseling and consultations regarding personal concerns, self-help information, and connections to off-campus mental health resources. Disability Support Services (x3315, MGC 206) offers technical and practical support and assistance with accommodations for students with physical, medical, or psychological disabilities.
If you qualify for accommodations because of a disability, you must notify your professor in a timely manner with a letter from the Academic Support Center or Disability Support Services so that arrangements can be made to address your needs.
Protection of Human Subjects Catalog, pp. 34-35 Any research involving interviewing, surveying, or observing human beings is subject to review and approval by the University Institutional Review Board (IRB) and information about the university’s IRB process is outlined at http://american.edu/provost/osp/IRB.cfm. The university IRB liaison is Matthew Zembrzuski and his email is [email protected] Using Appropriate Documentation Formats The use of American Psychological Association (APA) format is required in this course for research citations, footnotes, list of references, and layout. All written work must adhere to these guidelines: Anderson Fall 2013 EDU-645 page 12
Publication Manual of the American Psychological Association, Sixth Edition, Washington, D.C.: American Psychological Association, 2009. Online guide at http://www.apastyle.org/manual/index.aspx Portfolios, Field Experience, and Clinical Practice Standards:
Master of Special education: Learning disabilities candidates at AU progress through field experiences and collaborative opportunities that are appropriate to the license or role for which they are preparing, as based on professional standards of the Council for Exceptional Children (CEC). To this end, MA: SELD candidates will contribute to their culminating electronic portfolio, which is regarded as a comprehensive evaluation for program completion. There will be two signature assignments from this course that will be required in this portfolio (Philosophy of Education Statement, LD I Exam). The corresponding CEC professional content standards are addressed in this course below. The complete set of Knowledge and Skill Standards is available at: http://www.cec.sped.org/ps/perf_based_stds/knowledge_standards.html
STANDARD 1 – FOUNDATIONS
Define LD, characteristics and responsive measures Discuss definitions, terminology and the “lingo” of the field of LD Discuss the evolution and current trends of terminology, philosophies, and theories that relate to teaching children with LD Identify history of the field of LD and laws that regulate its application in schools Present the models, theories and philosophies that provide the basis for teaching practice for students with LD Describe the impact of delayed language development and social skills on students with LD Describe the characteristics of individuals with LD, including intelligence, perception, memory, thinking skills, and language development Discuss the relationship between individuals with LD and other conditions, including attention deficit disorder, dyslexia, language disorders, traumatic brain injury, Aspergers syndrome, and Autism Spectrum Disorder (ASD)
STANDARD 2 - DEVELOPMENT AND CHARACTERISTICS OF LEARNERS
Understand typical and atypical learning Discuss the educational implications of characteristics of various types of LD Specific teaching techniques, methods and materials for working with students with LD Know academic as well as general characteristics of the typical student with LD Understand and teach through multiple intelligences Understand and teach through a task-analytic approach Present methods for monitoring the progress of individuals with learning disabilities. Use effective strategies for basic skills, including listening, reading, writing, reporting, and study skills Anderson Fall 2013 EDU-645 page 13
Understand and teach though the diagnostic-prescriptive method Apply effective teaching practices to enhance reasoning and thinking skills, and to integrate academic and nonacademic activities
STANDARD 3 – INDIVIDUAL LEARNING DIFFERENCES
Understand the effects that LD can have on an individual’s learning in school and throughout life Understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community Become active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with LD to impact the individual’s academic and social abilities, attitudes, values, interests, and career options Use this information to individualize instruction to provide meaningful and challenging learning for individuals with LD
STANDARD 4 – INSTRUCTIONAL STRATEGIES
Develop repertoire of evidence-based instructional strategies to individualize instruction for individuals with LD Select, adapt, and use these instructional strategies to promote challenging learning results Appropriately modify learning environments for individuals with LD Enhance the learning of critical thinking, problem solving, and performance skills of individuals with LD, Increase self-awareness, self-management, self-control, self-reliance, and self-esteem in students with LD Emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan for students with LD
STANDARD 5 - LEARNING ENVIRONMENTS AND SOCIAL INTERACTIONS
Understand classroom management theories and strategies for the student with LD Effective management of teaching and learning of students with LD Understanding the role of emotions in LD Understanding the critical importance of structure in the classroom environment and schedule to students with LD Understand the demands of learning environments that may be particularly difficult for the student with LD
STANDARD 9 - PROFESSIONAL AND ETHICAL PRACTICE
Identify personal cultural biases and differences that affect one’s teaching Become knowledgeable about professional organizations that relate to the field of LD Develop a continuum of lifelong professional development to LD Anderson Fall 2013 EDU-645 page 14
Use methods to remain current regarding research-validated practice in LD Know the laws that apply to students and understanding and respect for laws of privacy regarding students’ personal information Know CEC standards and how they apply to teaching students with LD Describe the rights and responsibilities of parents, students, teachers, and other professionals as they relate to individual students’ learning needs. Present research and findings of professional organizations, such as The Council for Exceptional Children (CEC), The Learning Disabilities Association of America (LDA), The International Dyslexia Association (IDA), The National Council of Teachers of Mathematics (NCTM), Children With Attention Deficit Disorder (CHADD), and the National Center for Learning Disabilities (NCLD). Develop a problem solving approach to challenges of students with LD, to replace blame and incriminations with many different strategies and interventions.