Learning Disabilities:

Practical Information for the Classroom Teacher

Instructor Name: Dr. A.N. (Bob) Pillay

Phone: 509-891-7219

Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday

Email: bobp@virtualeduc.com

Address: Virtual Education Software

16201 E Indiana Ave, Suite 1450

Spokane, WA 99216

Technical Support: support@virtualeduc.com

Introduction

Learning Disabilities: Practical Information for the Classroom Teacher, is an interactive computer-based instruction course, which provides an introduction to the field of Learning Disabilities for special education teachers, general classroom teachers, integration teachers and related professionals, especially those working in the areas of language, psychology and counselling.

This course will cover diverse theoretical approaches, lay the foundations for sensitive and appropriate assessment and evaluation of students, provide directions for program planning and implementation, indicate the importance of and the need for a close, positive partnership with parents (or alternative caregivers) and consider ways for ensuring that the home-school axis is effective and meaningful. It will also consider some major trends and unresolved issues in the field of Learning Disabilities.

The course is organized around four chapters that highlight new, sometimes controversial, but always relevant views or practices to this most dynamic of educational fields. Each chapter will include a list of objectives. The objectives will help you focus your readings and discussions as well as clarify tasks that you should undertake to marry theory and practice.

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found, in the Help section of your course.

Online or CD-Rom Course Materials
Title: Learning Disabilities: Practical Information for the Classroom Teacher

Instructor: Dr. A.N. (Bob) Pillay

Publisher: Virtual Education Software, inc. 2001, Revised 2002, Revised 2010

Required Textbooks

Mercer, C.D., & Pullen, T.C. (2009). Students with Learning Disabilities (7^th ed.). Upper Saddle River, NJ: Merrill/Pearson (Textbook Exam 1).

Cohen, L., & Spenciner, L. (2009). Teaching Students with Mild and Moderate Disabilities: Research-Based Practices (2nd ed.). Upper Saddle River, NJ: Pearson Education (Textbook Exam 2).

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

Violations of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.

Course Objectives

· To answer written examination questions on the major causes of learning disabilities (LD).

· To answer written examination questions on the main factors that impact social understanding of learning disabilities.

· To answer written examination questions on the models and types of assessments used to evaluate students for a possible learning disability.

· To answer written examination questions on the primary sources from which curriculum is derived for LD students.

· To answer written examination questions on the required process of a complete Individualized Educational Program.

· To answer written examination questions on strategies for instructional planning and programming.

· To answer written examination questions on the major professional and parent pitfalls that impact the working relationship between parents and teacher.

Course Description

The four chapters to be covered in this course are:

· Introduction, Definition, Characteristics & Causes

· Assessment

· Working with the Student & Curriculum

· Parent Involvement & Issues

Chapter 1: Introduction, Definition, Characteristics & Causes

This chapter presents an introduction to the concept of learning disabilities. It emphasizes the definition(s), the learner characteristics, etiology, and theoretical foundations that underpin policy and program directions in the field.

The problem of formulating a definition that is universally acceptable is discussed as we analyze some of the more "well regarded and influential" definitions. Learner characteristics, especially as they impact teachers and other service providers within a school context, will be considered. However it is important not to ignore the role and major contributions of the other related disciplines, especially medicine, psychology and psychometrics.

What causes learning disabilities? Our brief consideration of this issue is intended to draw attention to the link between learning disabilities and the central nervous system, the issues resulting from this, and the impact it has on practices, definitions and views of learning disabilities.

The history of special education has influenced our attitudes, philosophies, practices and programs. Research, changes in social justice perspectives, societal changes and "new" community standards and expectations, "discoveries", to name a few factors, all impact the field of learning disabilities. The various “leaders” in the history of special education influence all our practices and our programs.

A brief note about outstanding individuals who have influenced this area of study is included in our coverage of the history of learning disabilities.

Chapter 2: Assessment

Assessment is an integral part of the identification and education of children with learning disabilities. As such its main purpose is to improve learning. Other purposes take on a lower priority for us as teachers but assume a higher priority for other professions. New laws, philosophies and new or improved assessment instruments all impact this area (For a start consider IDEA, high stakes assessment, alternative/authentic assessment or sophisticated technology--scans, data analysis, etc.). This chapter will consider the purposes and the assumptions that underpin assessment. We will also consider the steps that need to be followed if the assessment task is to be undertaken in a systematic way. Learning disabilities is a dynamic field and it is nowhere more evident than in assessment, where the cry is for more responsive and authentic ways of assessing students. We discuss this and also cover the material related to conventional areas of assessment in our effort to identify accurately a very nebulous concept.

Chapter 3: Working with the Student & Curriculum

We begin this chapter by looking at a definition of curriculum, and then, consider how the information gathered under assessment can be structured to provide direction to the work that needs to be undertaken with a student who has learning disabilities. We look at the different sources of the curriculum and consider the variables that influence the curriculum and the program. How all of this fits into the IEP is a major undertaking of this chapter.

Chapter 4: Parent Involvement & Issues

How to improve and plan conferences is covered in this chapter as well as a discussion of research literature, policy initiatives and legislation that address parent and family involvement in the school lives of special education students. The numerous challenges encountered when parents and teachers work together as a team to help students with learning disabilities are also included.

Family involvement in educational planning is a central point in both policy and legislation related to students with disabilities. Research, however, shows that problems still persist in creating the context in which families feel welcome, empowered and valued. How to react to this situation is a major focus of this chapter. We look at the benefits of the partnership and the areas where parents and teachers might work closely together. We consider the pitfalls from both perspectives, and then, look closely at the parent-teacher conference as the point where the partnership truly takes root and marks the beginning of the program response for the student.

Learning disabilities is the most dynamic of all the areas in special education. With so many disciplines having a vested interest in this area, it is no wonder that there is such a large number of what may be called "unresolved issues." Each of the major topics we studied in this overview of learning disabilities presents us with a number of such issues. We touch upon two that are topical.

Student Expectations

As a student, you will be expected to:

· Complete all information sections covering Learning Disabilities, showing a competent understanding of the material presented.

· Complete all exams covering Learning Disabilities, showing a competent understanding of the material presented.

· Complete a review of any section on which your examination score was below 70%.

· Retake any examination, after completing an information review, to increase that examination score to a minimum of 70% (maximum of three attempts).

· Complete all course journal article and essay writing assignments with the minimum word count shown for each writing assignment.

· Complete a final case study paper.

· Complete two textbook reading assignments and subsequent exams.

· Complete a course evaluation form at the end of the course.

Examinations

At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You will also be required to complete examinations to evaluate your comprehension of the required textbook reading assignments. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. The average from your chapter exam scores and textbook exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam section before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

Writing Assignments

This course has three required writing components.

To save your Critical THinking Questions & journal article reviews:

When you select the question or article you wish to write on, simple text or text edit will

automatically be launched. When you are finished, simply click SAVE.

You must SAVE before you write another essay or move on to another part of the course.

1) Essay Requirement: Critical Thinking Questions

There is a Critical Thinking Question for each chapter. You will do research on the question and write a brief essay relating it to the course content (and your personal experiences when possible). To view the questions, click on REQUIRED ESSAY and choose the Critical Thinking Question that you would like to complete; this will bring up a screen where you may enter your essay. You must write a minimum of 500 words per essay.

You must SAVE before you write another essay or move on to another part of the course.

2) Essay Requirement: Journal Articles

This task requires you to write a review of three journal articles of your choice on a topic related to this course. You may choose your topic by entering the Key Words (click on the Key Words button) into a search engine of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant articles and write a 200-word review of each. You may also access the ERIC system and choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com or www.findarticles.com. Write a critical summary of the information given in each article, explaining how the information relates to, supports, or refutes information given in this course. Conclude your paper with your thoughts and impressions. (200 words per journal article minimum, 400 words maximum.) Be sure to provide the journal name, volume, date, and any other critical information to allow the instructor to access and review that article.

To write your essays, click on REQUIRED ESSAY and choose the Journal Article that you would like to complete; this will bring up a screen where you can write your review. When you are ready to stop, click SAVE. You may go back at any point to edit your essays. For more information on the features of this assignment, please consult the HELP menu.

You must SAVE before you write another essay or move on to another part of the course.

3) Essay Requirement: Final Case Study Paper - this assignment is completed outside of the course program and should be emailed to: grades@virtualeduc.com

You are required to complete a final case study paper. Please refer to the course addendum, which will provide you with the specific requirements for this final case study paper.

Textbook Reading Assignments & Exams

This course has two textbook reading assignments and subsequent exams that you will be required to complete.

You are required to read two textbooks (please refer to course addendum for titles and authors of the books you are required to read) and then you will take a 25-question examination for each book to assess your comprehension of the material covered. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. To take the exams for the textbook reading assignments, click on EXAMS and then on the appropriate textbook exam toolbar (TEXTBOOK EXAM 1 or TEXTBOOK EXAM 2). You must score a minimum of 70% on these exams to pass this course.

Instructor Description

Dr. Bob Pillay is a doctoral-level instructor who has been teaching in the field of Special Education for the past 30 years. Dr. Pillay has received numerous national and international awards for his research in the field. He has headed boards and committees in more than five countries to develop and strengthen special services for Australia, the Philippines, and Southeast Asia. Dr. Pillay has extensive knowledge of special education issues in the USA due to his doctoral studies at the University of Louisville. He is currently a Senior Fellow in Special Education at the University of Melbourne.

Contacting the Instructor

You may contact the instructor by emailing bobp@virtualeduc.com or by calling (509) 891-7219 Monday through Friday, 8:00a.m.-5:00p.m. PST. Phone messages will be returned within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.

Technical Questions

If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.

If you need personal assistance then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.

Minimum Computer Requirements

Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted, and how to submit your completed information.

Bibliography (Suggested Readings)

Ayers, H. (2006). An A to Z practical guide to learning difficulties. London: David Fulton.

Bender, W. N. (2008). Learning disabilities: Characteristics and teaching strategies (6th ed.). Boston, MA: Pearson/Allyn & Bacon.

Hallahan, D. P., Kauffman, J. M., & .Lloyd, J. W. (2005). Learning disabilities: Foundations, characteristics and effective learning (3rd ed.). Boston, MA: Pearson/Allyn & Bacon.

Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Layton, C. A., & Lock, R. H. (2008). Assessing students with special needs to produce quality outcomes. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Lerner, J. W., & Johns, B. (2009). Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (11th ed.). Boston, MA: Houghton Mifflin Harcourt.

Mandlawitz, M. (2007). What every teacher should know about IDEA 2004 laws and regulations. Boston, MA: Pearson.

McLoughlin, J. A., & Lewis, R. B. (2008). Assessing students with special needs (7th ed.). Columbus, OH: Merrill.

McNamara, B. E. (2007). Learning disabilities: Bridging the gap between research and classroom practice. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Mercer, C. D., & Pullen, P. C. (2009). Students with learning disabilities (7th ed.). Boston, MA: Merrill.

Olson, G. W., & Fuller, M. L. (2008). Home school relations: Working successfully with parents and families (3rd ed.). Boston, MA: Pearson Education.

Petrosino, P., & Spiegel, L. (2006). No parent left behind. A guide to working with your child’s school. Lanham, MD: Rowman and Littlefield.

Pierangelo, R., & Giuliani, G. A. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Boston, MA: Allyn & Bacon.

Polloway, E., Patton, J., & Sernia, L. (2008). Strategies for teaching learners with special needs (8th ed.). Columbus, OH: Pearson.

Roffman, A. J. (2008). Guiding teens with learning disabilities: Navigating the transition from high school to adulthood. New York, NY: Random House.

Smith, D. D., & Tyler, N.C. (2010). Introduction to special education: Making a difference (7th ed.). Columbus, OH: Pearson.

Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2008). Teaching students with special needs in inclusive settings (5th ed.). Boston, MA: Allyn & Bacon.

Turnbull, A., Turnbull, R., & Wemeyer, M. (2010). Exceptional lives: Special education in today’s schools (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Vaughn, S., & Bos, S. (2008). Strategies for teaching students with learning and behavior problems (7th ed.). Boston, MA: Allyn & Bacon.

Vaughn, S., Bos, C., & Schumm, J. S. (2008). (International Edition). Teaching students who are

exceptional, diverse, and at-risk in the general education classroom (4th ed.). Boston, MA: Pearson.

Wong, Y. B. L., Graham, L., Hoskyn, M., & Berman, J. (Eds.). (2008). ABCs of learning disabilities (2nd ed.). Boston: Elsevier/Academic Press.

Web Sites
The International Dyslexia Association
http://www.interdys.org/

LD Online
http://www.ldonline.org/

LD Resources
http://www.ldresources.org/

Learning Disabilities Worldwide
http://www.ldworldwide.org/default.html

National Center for Learning Disabilities
http://www.ncld.org/

National search Centre on Learning Disabilities

http://www.nrcld.org

SchwabLearning.org: A Parent's Guide to Helping Kids with Learning Disabilities
http://schwablearning.org/

Teaching LD: Information and Resources for Teaching Students with Learning Disabilities
http://www.teachingld.org/

Do a search for this on the Internet: NICHCY

Journals

Academic Therapy, Annals of Dyslexia, ASHA, Australian Citizen Limited, Australian Journal of Learning Disabilities, Australian Journal of Remedial Education, Australian Journal of Special Education, Educational Leadership, Exceptional Children, Children Quarterly, Exceptional Parent, Focus on Exceptional Children, Instructor, Journal of Applied Behaviour Analysis, Journal of Learning Disabilities, Journal of Reading, Journal of Special Education, Kappa Delta Phi Record, Learning Disabilities Quarterly, Learning Disabilities Research and Practice, Reading Research Quarterly, The Reading Teacher, Remedial and Special Education, Teaching Exceptional Children

Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.

Updated 10/26/11 JN