LLEEAADD and SSEERRVVEE constitute the conceptual framework for all programs for

professional educators in the College of Education at NC State. They are the

touchstones that assure that our students graduate with the following:

LLEEAADD: four forms of knowledge; general pedagogy, content-specific

pedagogical strategies, content or discipline knowledge as well as knowledge

of the content of education, including foundations, historical perspectives and

school settings.

SSEERRVVEE: elements that show the range of dispositions developed in our

candidates; scholarly, ethical, reflective, valuing diversity and experienced in

practical application of knowledge.

General Course Information

Course Prefix and Title: ECI 570- Introduction to Learning Disabilities,

Fall 2011

Catalogue description: Field of learning disabilities, including definitions, prevalence,

etiology, characteristics and current educational trends for educating students with

learning disabilities.

Number of credits: 3 semester hours

Course Prerequisites/Co-requisites: ECI 585, ECI 579, or Graduate standing

Date last reviewed: Modified annually by instructor

Meeting time: Course is primarily asynchronous with the exception of online

synchronous class sessions on Tuesday and Wednesday August 30 and 31 (select one)

at 7:30 p.m. EDT and on Wednesday and Thursday, November 16 and 17 (select one)

at 7:30 p.m. EDT.

Instructor Information:

Name: Dr. Susan Osborne

Email: susan_osborne@ncsu.edu

Office location: 528E Poe Hall

Office phone: 515-6230

Office Hours: Mon. 4-5:45 PM ED/ST or by appointment.

Required Course Materials: Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M. &

Martinez, (2004). Learning disabilities: Foundations, characteristics, and effective

teaching, (3rd

edition). Boston: Pearson Allyn and Bacon. ($111.80 new on Amazon)

2

In order to prepare for this class, you must check the configuration of the computer that

you will use and you must be sure that your microphone and speakers work with

Elluminate.

Be sure to check the computer you will be using our on line synchronous class:

1. Configure your computer. All configurations can be tested at

http://www.elluninate.com/support/.

Java Software Check (all Macs with OS X 10.1 or newer are certified) If you see the

green check mark, everything is OK. Otherwise, follow instructions for updating the

software.

2. Configuration Room (configure and test your microphone and/or speakers) This lets you

go to a test room to make sure your microphone and headset/speakers work with

Elluminate and to set them at appropriate levels.

3. Online orientation, Quick Reference Guide, Recorded Introduction

*If you have any problems configuring Elluminate, call 866-388-8674, option 2

or go to the support site (http://www.elluminate.com/support/

4. Go to http://www.elluminate.com/support/training/ and complete the participant training.

5. There can be problems if you participate using a wireless connection. Change in

signal strength can cause you to lose your connection. In this case, you will have to log

back on to Elluminate. In some instances, this has occurred several times during an hour-

long session so you may want to plan to use a wired connection.

Equipment: Speakers/headset: Almost any speakers or headset that work with your

computer will work for the synchronous on line part of this class. A headset with a built

in microphone may be your best bet as it eliminates feedback loops that may occur with

speakers and microphones but almost any microphone that works with your computer

will do. You can get headsets for about $10 - $15.00 at a computer or office supply store.

Readings: Additional readings will be required some weeks and are on electronic

reserve in the Library. The URL for library e-reserves is:

http://www.lib.ncsu.edu/reserves/

The URL for this class is: http://moodlepilot.ncsu.edu/course/view.php?id=1500

Course Objectives

These course objectives address the following elements of the conceptual

framework:

LL:: Learn general pedagogy (LEADSERVE 1)

EE:: Educate with content specific strategies for teaching, may include technology

(LEADSERVE 2) AA: Apply discipline or content specific knowledge (LEADSERVE 3)

3

DD: Demonstrate understanding the educational context, i.e., school culture,

societal issues (LEADSERVE 4)

SS:: Scholarly knowledge base to guide educational decisions (LEADSERVE 5)

EE:: Ethical disposition for behaving with respect, integrity, personal responsibility

(LEADSERVE 6)

RR:: Reflective and self-evaluative (LEADSERVE 7)

VV:: VVaalluuee ddiivveerrssiittyy wwiitthh aa sseennssiittiivviittyy ttoo ccuullttuurraall,, eeccoonnoommiicc,, ddeevveellooppmmeennttaall,, eetthhnniicc,,

rraacciiaall,, ggeennddeerr,, rreelliiggiioouuss,, aanndd sseexxuuaall oorriieennttaattiioonn ddiiffffeerreenncceess (LEADSERVE 8)

EE:: Experienced in practical application of knowledge (LEADSERVE 9)

In this class, we will address the Specific Learning Disabilities Licensure Standard for

special education teachers. These standards and skills form the foundation for licensure

in special education in North Carolina and for our accreditation as a teacher preparation

institution. In addition, this course adheres to the College Conceptual Framework LLEEAADD

and SSEERRVVEE,, wwhhiicchh eennccoommppaasssseess ssttaannddaarrddss eessttaabblliisshheedd bbyy NNCCAATTEE,, tthhee NNCC DDeeppaarrttmmeenntt

ooff PPuubblliicc IInnssttrruuccttiioonn ((DDPPII)),, aass ddeessccrriibbeedd bbeellooww..

Objective 1. Demonstrate knowledge of the history and foundations of Learning

Disabilities including issues and controversies, neurological foundations, and legal

supports.

Learning Outcome:

The student will, through participation in individualized activity and collaborative group

activities (such as assigned readings, discussions of text chapters and scholarly analysis

of articles and case studies):

a. summarize major movements in the history of LD, including primary

contributions of each

b. relate historical assumptions regarding causes of LD to current contributions of

neurological research

c. trace the history of legal supports for the rights of and services for individuals

with LD, including knowledge of the pertinent educational and civil rights laws

Objective. 2. Analyze state and Federal definitions of Learning Disabilities,

identifying similarities and differences and explain the role that Response to

Intervention plays in the identifying pupils with Learning Disabilities in North

Carolina.

Learning Outcome:

The student will through participation in individualized activities, collaborative group

activities and the creation of authentic products (such as a wiki, blog, graphic organizers):

a. apply knowledge of federal and state definitions of LD, specifying similarities

and differences

b.compare and contrast differences between the model of RTI adopted by NC and

the existing pre-referral intervention process

c. analyze the two primary proposed models of RTI and their implications for

prevalence of identified students, age at identification, and service delivery

4

Objective 3. Apply understanding of current theories of the etiology and

neurological foundations of Learning Disabilities.

Learning Outcome:

The student will, through participation in individualized activity and collaborative group

activities (such as assigned readings, discussions of text, evaluation of web sites and

preparation of essays):

a. evaluate the accuracy of information on the etiologies provided to the public

on websites related to LD through the creation of web site annotations and

analysis of web sites

b. identify prenatal, perinatal, and post natal risk factors for LD and related

disorders and summarize the way in which this information should be shared

with stakeholders (parents, allied health professionals, teachers and others)

Objective 4. Demonstrate knowledge of the learning, emotional and behavior

characteristics of students with learning disabilities.

Learning Outcome:

The student will through participation in individualized activity and collaborative group

activities (such as discussions, book reviews, web site annotations, research evaluation

and article critiques):

a. identify and summarize typical cognitive characteristics of individuals with LD

and evaluate how such characteristics impinge behavior and academic learning

b. identify social and emotional characteristics of students with LD

d. distinguish among primary subtypes of LD based on cognitive, social and

behavioral factors

Objective 5. Describe conditions that commonly co-occur with LD and their

manifestations and management and medical management.

Learning Outcome:

The student will through individual activities and group participation and the creation of

authentic products (fact sheets, course wiki, resources sheets):

a. identify conditions such as ADHD, Tourette Syndrome, Obsessive-Compulsive

Disorder that co-occur with LD.

b. explain current theories regarding the association of these disorders with LD

c. provide research-based estimates of prevalence of related disorders,

characteristics, management techniques and information resources for parents and

teachers related to identification and management (including pharmacological

treatment) of the disorder, within populations with and without LD

d. evaluate and summarize information about research-based management of

these disorders

Objective 6. Identify instructional procedures appropriate for students with

learning disabilities (including uses of technology) in managing instruction and

describe the service delivery options most often used with such students.

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Learning Outcome: The student will through completion of individualized activities and collaborative group

activities (such as assigned readings, analysis of case studies and book reviews):

a. identify instruction determined through research to be most likely be effective

for students with LD

b. identify and evaluate research-supported approaches employing these elements

to teaching foundation skills, academic content, and self-regulation

c. compare and contrast different service delivery options for students with LD

d. describe and evaluate technology in delivering educational services to students

with LD

Objective 7. Identify and evaluate approaches to early identification and prevention

of learning Disabilities

Learning Outcome: The student will through completion of assigned readings, individual and collaborative

activities (such as discussions) and evaluation of the research literature:

a. identify early risk factors for developing learning disabilities

b. explain pros and cons of early identification

c. identify barriers to early intervention

Objective 8. Identify issues and problems associated with the transition of students

with learning disabilities into post secondary education, training, and occupations.

Learning Outcome: The student will through completion of assigned readings, individual and collaborative

activities (such as discussions) and evaluation of the research literature and case study

scenarios:

a. identify and effectively report and interpret high school graduation rates and

postsecondary education and training statistics

b. identify and effectively report and interpret statistics on adolescent and post

secondary adjustment

c. identify and effectively report risk factors for poor post secondary adjustment

d. identify and effectively report characteristics of successful transition programs

for education and work settings

Objective 9. Identify problems and stressors often experienced by families of

students with learning disabilities and or ADHD and ways that teachers and schools

can mediate these problems. Identify community resources such as professional and

parent groups that address parent concerns.

Learning Outcome:

The student will through participation in individual activities and collaborative activities

(such as discussions, book reviews, book club):

a. identify problems often faced by families related to identifying students with

LD and related disorders

b. explain dilemmas faced by families in finding and/or selecting appropriate

treatment

c. develop school-based procedures to assist families of students with disabilities

6

d. investigate and summarize community-based resources that support families

of students with disabilities

Objective 10. Describe issues and concerns related to the identification and

education of culturally and linguistically diverse pupils who also have LD and ways

to communicate with and engage their families

Learning Outcome:

The student will through participation in individual activities and collaborative activities

(such as discussions, book reviews, book club).

a. report prevalence figures of school-aged students who are English Learners

b. analyze similarities and differences in the ways linguistic differences and

language-based disabilities present

c. research district policy and procedures regarding placement and instructional

options

d. report estimates of prevalence of students who have linguistic differences who

also have LD

e. identify and describe procedures and routines schools can use to engage all

families in our culturally and linguistically diverse schools

Objective 11. Demonstrate knowledge of and the ability to critique and interpret

results from current research in the field of Learning Disabilities and knowledge of

the primary professional journals that address LD.

Learning Outcome: The student will through participation in individual activities and collaborative activities

(such as assigned readings, discussions) and the review and analysis of research articles:

a. describe research designs commonly used in research related to LD and the

rationale for employing them

b. evaluate adequacy of designs and procedures necessary to draw conclusions

c. identify research limitations related to practical issues such as availability of

participants, ethical considerations, and the school calendar

d. analyze and provide examples of published research relative to the adequacy of

design and procedures in relation to stated findings

e. interpret research results with regard to their applicability to classroom settings

and utility to teachers

Objective 12. Articulate disposition to teach and advocate for students with

Learning Disabilities and/or related disorders and their families.

Learning Outcome:

The student will through participation in individual activities and collaborative activities

articulate a disposition to teach students with Learning Disabilities and related disorders

(activities such as assigned readings, discussions, essays, postings):

a. demonstrate knowledge of the challenges to traditional learning experienced by

students with executive processing and other deficits/differences related to LD

b. describe his/her commitment to teach such students using evidence-based

instruction

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c. indicate a commitment to respecting and supporting all students

Teaching strategies: This class will involve on line lecture, discussions, group work,

reflection, analysis of the professional literature, using electronic communication.

Course Requirements

Attendance: Students are expected to complete all activities including engaging in on

line discussions and any group work in a timely manner. Because we will not have

physical meetings, it may be easier to fall behind. However, it is important that you keep

up with weekly activities to earn full participation credits and to get the optimal benefit

from the class. Many of you have demanding lives with many other responsibilities and if

you are going to be too busy to complete assignments on time, you may wish to consider

taking this course at another time. Class participation: I expect all students to participate regularly in on line discussions.

Students should begin discussions having read ALL assignments. Be prepared to discuss,

question, and criticize readings and lectures, making explicit references to readings, on

line interviews, etc. .

Late Assignments: Late assignments may be penalized after a 2 day grace period.

Computers are not fully reliable so I advise that you save your work frequently.

Make-Up Policy: Students are expected to take quizzes when they are scheduled. You

have some latitude in when you complete quizzes. If an emergency arises, contact me.

Major Assignments:

Assignments will se submitted on line and we will use the following naming convention:

LastnameFirst initial_Assignment Code.doc. For the Article Critique, mine, Susan

Osborne would be OsborneS_AC.doc

Book Review would be OsborneS_BR.doc

Midterm Essay would be OsborneS_ME.doc

Final Essays would be OsborneS_FE.doc

1. Successful completion of four quizzes (total of 50 points) which will be composed of

objective questions. Quizzes are open book, must be completed once begun, and with the

exception of the first quiz, cannot be retaken or revised after submission. I recommend

that you prepare for the quiz before attempting it as you will not have time to look up all

answers. Also, it is important that you participate in the on line meeting on week two

before attempting the quiz. (LEADSERVE 1, LEADSERVE 4, LEADSERVE 5)

2. Article review. Students will select and review 1 article independently reporting an

empirical study of some aspect of the characteristics or methods of instruction for

learning disabilities or a closely related disability such as Attention-Deficit-

Hyperactivity-Disorder. Articles about cognitive impairments (previously, “mental

retardation”), physical or sensory disabilities, or severe behavioral or emotional

disabilities are not suitable and I will not grade reviews of inappropriate articles.

Articles must be from peer reviewed journals such as The Journal of Special Education,

The Journal of Learning Disabilities, Learning Disability Quarterly, Exceptionality,

Remedial and Special Education or Exceptional Children. Guidelines for reviewing

articles and common errors appear at the end of the syllabus. (25 points) For information

on writing and citation, see Library Tools on our home page. Library Tools provides a

link to information about general writing style, parts of an article, how to cite other

8

authors, etc. Common APA errors are described at the end of the syllabus under the

description of the Article Critique. (LEADSERVE 1, LEADSERVE 5)

3. Book review. Students will read, review and discuss on line one book by or about one

or more individuals with a learning disability, ADHD, Tourette or a related disorder.

Books about severe autism, mental impairments, physical or sensory disabilities are

not appropriate for this assignment. The goal of this assignment is to give you a more

personnel sense of what individuals and families experience, so do not review another

text book. See specific guidelines. Your review should be four to five double spaced

pages. (25 points) See guidelines at end of syllabus and assignments link on the web site

for more information. You will have an opportunity to discuss the books you have read

on Book Club Night using Elluminate. (LEADSERVE 6, LEADSERVE 7,

LEADSERVE 8)

4. Posting of your evaluation of 5 internet sites on the appropriate related disorders

forum providing information and or resources for professionals, parents, or individuals

with LD and related disorders. Annotation should include site name, address and a brief

description of the site and kind of information it provides. Each brief evaluation should

be about 500 words. Evaluate the site: What group or individual sponsors the site? What

is the purpose of the site? Does the site provide accurate and up to date information? Is

the site useful? For whom? In what way? Is it easy to navigate? Is it accessible? Full

description of the assignment appears on the website. Do not be afraid to severely

criticize sites that provide inaccurate information or promote unvalidated treatments or

services. Two or three sentence reviews will not earn full credit. (25 points)

(LEADSERVE 2, LEADSERVE 6, LEADSERVE 5)

5. Mid-Semester Essay (33 points) and Final Essays (67 points). Students will prepare

essays in response to one of two mid-semester essay questions and one of three final

essay questions that span the course. The text, other course materials, and discussions in

combination with the writer’s experience and insights form the foundation for responses.

Students are expected to integrate information from multiple sources and include analysis

of and reflection on issues related to Learning Disabilities. Each essay should run about

1200 to 1500 words. Barely adequate (vague or insufficient detail) answers to essay

questions will earn a C. Good answers will receive a B. Answers earning an A will be

those that show thoughtful integration of the various readings, lectures, and

discussions with your own ideas, philosophy, and experience. Specify what

components of Lead & Serve you addressed in your response. See rubric on website.

(Lead & Serve Elements: LEADSERVE 3, LEADSERVE 4, LEADSERVE 5,

LEADSERVE 6, LEADSERVE 7, LEADSERVE 8, LEADSERVE 9). For the

midterm essay the naming convention for me would be OsborneS_ME.doc and for the

final essays it would be OsborneS_FE.doc. The final essays must be uploaded as a

single file. Review grading rubrics for more information.

6. On line discussions and forums. Students are expected to maintain a professional and

respectful demeanor on line. Guidelines are posted on the web site. (Participation: 25

points)

Maximum Total Points for Course: 250

9

Expectations: A number of written assignments are required in this class. While not

everyone can write elegantly, everyone in graduate school (and teaching in a school)

should write well. Please proof for grammar, complete sentences, coherent paragraphs,

and transitions between ideas. Writing style (correct grammatical composition - not

elegance) will account for about 10% of the grade for each written assignment. Poorly

written assignments will drop your grade. If writing is a significant problem for you, you

may wish to take this class AFTER taking remedial action such as completing a

composition class here or at a community college.

Grading System:

98% - 100%: A+ 89% - 90%: B+ 81% - 78%: C + 70% - 69%: D+

94% - 97%: A 84% - 88%: B 77% - 73%: C 67% - 68%: D

91% - 93%: A- 82% - 83%: B- 71% - 72%: C - 66% - 65%: D-

Class Agenda 570

Week 1 (August 20 – August 28): Class overview & Getting Started. See week 1 on

website. Check out the technology requirements and be sure you know how to get help

with technical concerns. Note Course Objectives and learning outcomes. Post student

profile. Take orientation quiz.

Basic concepts related to LD: Definition. DVD: How Difficult Can This Be

Module: 1 Basic Concepts and Definition

Federal definition

Response to intervention (RTI). Check out TeachingLD.org and LDonline.org sites

for information.

READINGS: Text: Chapter 1. Basic Concepts

(This chapter is available in records #26, 27, 28 on electronic reserves if you do not yet

have your text.)

View on line DVD: "How Difficult Can This Be?" Find it under Course Reserves

under the Library Tools link. Assignments:

Post student profile

After you have viewed the video, respond to the discussion prompt for Week 01 by 11:30

pm on August 26th

Take orientation quiz

Week 2 (August 29 – Sept. 4): Reading and understanding special education research.

How do we know what we know? We will review one research article as a group in class.

Be sure to have read all assigned readings including the Robinson et al. article before the

Eluminate classes offered on August 31st and September 1

st at 7:30 p.m. EDT (select 1

session). During that session, I will provide commentary on the content and you will

collaborate with other students in virtual break-out rooms to evaluate this article based on

the readings, lecture, and other course materials provided for this activity. You should

schedule about two hours for the on line session.

READINGS:

10

Robinson, P. W., Newby, T. J., & Ganzell, S. L. (1981). A token system for a class of

underachieving hyperactive children, Journal of Applied Behavior Analysis, 14,

307 - 315: Read and be prepared to discuss the shortcomings of this article in

light of the other readings and lecture.

Repp, A. C. & Brusca, R. M. (1983). Single subject research: Basic designs for research

in special education, Exceptional Education Quarterly, 4 (3), 27 – 39.

Miller, P. M. & Drew, C. J.(1983). Group research in special education. Exceptional

Education Quarterly, 4 (3), 61 – 76.

Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of

meta-analysis: What works in special education and related services. Annual

editions: Educating exceptional children.

Gersten, R. (1998). Recent advances in instructional research for students with learning

disabilities: An overview. Learning Disabilities Research and Practice, 13, 162 –

170.

Assignment: Article Critique due Sunday September 11th

at 11:30 p.m. EST (Example

available on website).

Week 3 (September 5rd

– 11th

) Topic 1: Risk, etiology, and neurological foundation for

LD. Current evidence of neurological basis for severe reading disabilities.

Video materials and additional links on website.

READINGS: Text Chapter 2 & 3

(Records # 4 & 5 on electronic reserves)

Richards, T.L. (2001). Functional magnetic resonance imaging and spectroscopic

imaging of the brain: application of fMRI and fMRS to reading disabilities and

education. Learning Disability Quarterly, 24, 189-203.

Resource on LD and Genetic Disorders: For more information, see Learning

disabilities: Research and practice, 2004, Volume 19, Number 3.

Food for thought: Given what you have read about potential causes for LD, think about

how you would respond in this case: The mother of a pupil newly identified as having LD

comes to you visibly upset about her child’s diagnosis and asks you what caused her

child to have LD. “What did I do?” she asks you in tears. How would you respond?

Would it be appropriate to tell her everything you know about possible etiologies of LD?

Topic 2: Eligibility

After reading chapter 2, go to the publisher’s site (www.ablongman.com/hallahanLD3e) to review the case studies and take the self-quiz. This quiz is purely for your own benefit: While

available for your use, it does not form part of your grade.

Week 4 (September 12th - Sept. 18

th) Related Disorders including Attention Deficit

Hyperactivity Disorder (Traumatic Brain Injury, Obsessive Compulsive Disorder, Tourette

Syndrome, Bi-polar Disorder, Asperger Syndrome)

This week you will work to identify and critique information available on the internet for

parents and teachers. All too often individuals believe what they read - just because it is

there! It behooves us to be critical of what we read - to demand evidence of the

effectiveness for proposed treatments, and of proposed risk factors or causes for LD or

related disorders. Use the resources on the website as a beginning for your research on

information available on line.

Select a topic below and use the forum to collaborate with your colleagues to identify and

11

review 5 sites per person that provide information (or misinformation) about the topic. Be

sure to take time to read the forums of the other groups.

ADHD

Asperger

Tourette

Depression

Non-Verbal LD

READINGS: Text Chapters 8 & 9

Some useful resources for related disorders: www.tsa-usa.org

http://www.ocfoundation.org

www.chadd.org

http://www.nimh.nih.gov/publicat/bipolar.cfm

http://www.ninds.nih.gov/disorders/asperger/asperger.htm

http://www.ninds.nih.gov/disorders/tbi/tbi.htm

Recommended but not required: Take self quiz for Chapter 8

(www.ablongman.com/hallahanLD3e)

Check out the fact sheets that a former class placed on Wolf Wiki

(http://wikis.lib.ncsu.edu/index.php/ECI_570_Learning_Disabilities). If you like,

you can add to or edit the entries based on your readings.

Week 5 (September 19th

- 25th

) Assessing Internet Resources

Internet resources for educators and parents: Attention Deficit Hyperactivity

Disorder and related (or co-morbid) disorders (Traumatic Brain Injury, Obsessive

Compulsive Disorder, Tourette syndrome, Bi-polar Disorder, Asperger Syndrome)

This week you will collaborate with your colleagues to build a set of internet resources

that you have evaluated. Each student must post 5 unique website reviews. That is, if

someone has already posted an evaluation of the CHADD site, you will have to find

something else. You may use the forum tool in Moodle for discussion with your group

members.

Be sure to take time to read the forums of the other groups.

ADHD

Asperger

Tourette

Depression

Non-Verbal LD

Traumatic Brain Injury

Week 6 (September 26th

– October 2nd

). Parent and Family Issues /Working with Diverse

Families

READINGS: Text chapter 4

12

Nelson, L., et al. (2004). Boundaries in Family-Professional Relationships

Remedial and Special Education, 25 (3), 153-165.

Brooks-Bonner, L. (1993). Responding to Aggressive Parents, School Safety. 69-71.

Assignment: Participate in at least one of the family blogs on line

Reminder: If you have not done so, select your biography or autobiography for your

book review and Book Club Night.

Here is a list of some of the books other students have enjoyed reading, however, you are

not limited to these titles:

Faking It, by C. Lee and R. Jackson. Personal biography. Published 1992 by

Boyton/Cook Publishers, Portsmouth, NH.

Brilliant Idiot, by A. Schmitt and M.L. Clemens, M.L. Personal biography.

Published 1992 by Good Books, Intercourse, PA.

Reversals: A Personal Account of Victory over Dyslexia, by E. Simpson. Personal

biography. Published 1991 by The Noonday Press, New York, NY.

The Short Bus by Jonathon Moony

Learning Outside the Lines: Two Ivy League Students with Learning Disabilities

and ADHD by Mooney and Cole

Look Me in the Eye by John Elder Robison (autobiography by person with

Asperger syndrome)

Thinking in Pictures or other books by Temple Grandin (Asperger Syndrome.

Learning experiences very like LD)

Week 7 (October 3rd

– 9th

) Social, Emotional, and Behavioral development and LD

READINGS: Text Chapter 7

Goldberg, R. J., Higgins, E. L., Raskind, M. H., Herman, K. L. (2003). Predictors of

success in individuals with Learning Disabilities: A qualitative analysis of a 20-

year longitudinal study. Learning Disabilities Research and Practice, 18, 222 -

236.

View Last One Picked, First One Picked On, available from our Library Reserves page. Additional materials on website.

Activity Participate in the on line discussion

Resources: For a thorough discussion of the impact of Learning Disabilities on social

behavior, see:

Wong, B. L. & Donahue, M. L. (Eds.). (2002). The social dimensions of learning

disabilities: Essays in honor of Tanis Bryan. Mahwah, NJ: Lawrence Erlbaum Associates.

Week 8 (October 10th – 16th

) Midterm Due Sunday October 16

th at 11:30 p.m. EDT.

13

This week, the only task is to complete and submit your Midterm Essay. Submit your

essay using the Assignment Tool. Be sure to use the identification convention (e.g.,

OsborneS_ME.doc) when you submit your essay on line. See web site for more

information.

Week 9 (October 17th

– October 23rd

) Early Intervention and Prevention

Watch the video introduction and read the related material. Check out the links embedded in the

material.

READINGS: TEXT: Chapter 5

Dickson, S. V., & Bursuck, W. D. (1999). Implementing a model for preventing reading failure:

A report from the field. Learning Disabilities Research and Practice, 14, 191 - 202.

Recommended: go to textbook publisher site:

http://wps.ablongman.com/ab_hallahan_disability_3/

Select Chapter 5 and take practice quiz

Week 10 (October 24th – 30th). Issues related to effective teaching: Direct instruction,

behavioral, and cognitive strategies.

Explore the web site Teach Effectively! (http://teacheffectively.com/), developed by John

Lloyd, one of the authors of your text. And take a look at the video in which Zig

Engelmann (one of the people most responsible for development of direct instruction)

describes the theoretical background for direct instruction and development of

instructional programs - http://www.zigsite.com/.

(If you re going to be seriously bothered by a couple of curse words, don’t bother with

the video.) READINGS: Text Chapter 10.

Swanson, L. (2001). Searching for the best model for instructing students with learning

disabilities. Focus on Exceptional Children, 34, 1-14.

Gersten, R. (1998) Recent Advances in Instructional Research for Students with Learning

Disabilities: An Overview. Learning Disabilities Research and Practice, 13, 62-

170.

Bolt, S. E. & Thurlow, M. L. (2004). Five of the most frequently allowed testing

accommodations in state policy: Synthesis of research. Remedial and Special

Education, 25, 141- 152.

Week 11 (October 31st – November 6

th) Impact of LD on Academic Functioning:

Language and Reading For the past ten weeks we have been building the foundation for understanding how learning

disabilities impact academic performance. For the next part of the course, we will consider the

foundational skills involved in using language, beginning reading and understanding print, and

ultimately, written expression. We will also address the difficulties in understanding and

quantitative information and solving experienced by some individuals with learning disabilities.

Remember to use the text website resources.

Impact of LD on Language Development and Processing

READINGS: Text chapter 11

14

Impact on Beginning Reading. READINGS: Text chapter 12

Teaching Is Rocket Science: What Expert Teachers of Reading Should Know and Be

Able To Do. Part II,

Moats, Louisa C.

Source/Year: Moats, Louisa C. Teaching Is Rocket Science: What Expert Teachers of

Reading Should Know and Be Able to Do. Washington, D.C.: American Federation of

Teachers, 1999.

Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know

and Be Able To Do. Part I.

Moats, Louisa C.

Source/Year: Moats, Louisa C. Teaching Reading Is Rocket Science: What Expert

Teachers of Reading Should Know and Be Able To Do. Washington, D.C.: American

Federation of Teachers, 1999. Assignments: On the discussion board, post to the forum of your choice regarding impact of LD

on academic functioning. Comment on at least 2 posts of your peers.

Week 12 (November 7th - 13

th) Impact of LD on Written Expression See website for

overview information and listen to the interviews with Steve Graham Shows 75 & 76.

READINGS: Chapter 13

Graham, S., Harris, K., & Larsen, L. (2001, May). Prevention and intervention of

writing difficulties for students with Learning Disabilities. Learning Disabilities

Research & Practice (Blackwell Publishing Limited), 16(2), 74. Retrieved April

7, 2009, from Academic Search Premier database. Assignment: Quiz 3 Impact on academic functioning – language and reading

Week 13 (November 14th

– 20th

) Book Club Week. Virtual book clubs meet on line with

Elluminate. This week we will have two synchronous meetings (choose one) to

hold discussions of the biographies and auto-biographies of individuals with

Learning Disabilities and related disorders. The book club meetings will last

approximately one and one half hours. Be sure to read through the instructions for

preparing your review prior to the Book Club session. Elluminate sessions will

be held on November 16 and 17 (select one session) at 7:30 p.m. EDT)

Assignment: Book review is due next week

Week 14 (November 20th

– November 27th

). Happy Thanksgiving! No additional

assignments or activities.

Remember to submit book review on line by 11:30 p.m. November 27th

.

Week 15 (November 28th

– December 4th

). LD Impacts on Arithmetic/Mathematics

15

Read through the introductory material and the Access Center materials linked on the

web site.

Readings: Chapter 14

Gersten, R. & Chard, D. (1999). Number Sense: Rethinking Arithmetic Instruction for

Students with Mathematical Disabilities. Journal of Special Education, 33(1), 18-

28.

Assignment: Take Quiz 4: Written Expression and Mathematics.

Final Essay prompts will become available.

Week 16 (December 5th

– December 11th

). Final Essays. Complete and submit essays by

December 10th

11:30 p.m.

IMPORTANT INFORMATION

A complete list of reminders for the beginning of the semester can be found at http://www.ncsu.edu/provost/academic_regulations/beg_of_semester.html

Academic Integrity

Students are bound by the academic integrity policy as stated in the code of student

conduct. Therefore, students are required to uphold the university pledge of honor and

exercise honesty in completing any assignment. See the website for a full explanation:

http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php

It is expectation that the student's signature on any test or assignment means

that the student neither gave nor received unauthorized aid.

Students with Disabilities

Reasonable accommodations will be made for students with verifiable disabilities. In

order to take advantage of available accommodations, students must register with

Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-

7653. http://www.ncsu.edu/equal_op/dss/, Disability Services for Students For more

information on NC State's policy on working with students with disabilities, please see

http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php

PRAXIS

Help for taking and passing PRAXIS I and II is available in the College of Education

Learning Technology Resource Center located in room 400 of Poe Hall. PRAXIS

registration information, study guides, etc. are found at www.ets.org/praxis Information

on CED Teacher Education is found at http://ced.ncsu.edu/teachered . For PRAXIS

information related to licensure, please contact the Office of Teacher Education: Michael

Maher, Director, 204A Poe Hall, 919.515.5524.

. For information about the exam and practice questions, see the ETS website www.ets.org/praxis . The College of Education’s Conceptual Framework may be found in its entirety at

http://ced.ncsu.edu/about/conceptual_framework.htm

Criteria for Article Critiques

16

1. Articles must be from a peer review journal, must relate to characteristics of students

with learning disabilities, or related or co-morbid disorders and must be data based. NO

opinion pieces. You must provide a link to the article you review with your paper.

2. APA citation: Give the full citation at the top of the page. Follow the American

Psychological Association Style Manual to identify the article including authors, title of

article, journal, volume number, issue number only if page numbers are not consecutive

across issues within a volume. I will deduct points for deviations from APA style. Note

that your text book uses APA style. Use the naming convention: LastnameFirst

initial_AC.doc. Mine, for Susan Osborne would be OsborneS_AC.doc.

3. State the purpose of the article, summarizing briefly the rationale for conducting the

study. In order to do this, you may need to read several of the papers cited by the author.

Any reference to work other than the paper being reviewed must be cited using APA

format and should be listed as references at the end of your paper. Reference ONLY

articles that you actually read.

4. Describe the subject sample and critique the sample in regard to how subjects were

selected, representative nature of the sample, number of subjects, control or comparison

groups. Remember that using 1 – 3 subjects is appropriate for single subject design

studies. However, we cannot generalize findings from one such study to the larger

population.

5. Describe instrumentation, data collection, measurement, and study procedures and

evaluate their adequacy.

6. Describe and evaluate the design of the study and the procedure for analyzing the data.

7. Summarize the results.

8. Determine whether the author's interpretation is warranted. Has the author neglected

to take into account biases in the data that cast doubt on his/her results?

9. Give your overall reaction: Does the article add significant new information to the

field? Why or why not?

10. Maximum page length per critique is 3 - 4 typed, double spaced pages (about 750

words), including references (12 point type). References may be single spaced for this

assignment and need not be on a separate page.

A Few Common APA Errors:

1. Capitalize only first words, proper nouns, and first words after a colon in the article

title. I know this runs counter to everything everybody has learned prior to APA

style. The following example is loaded with errors and it appears correctly below:

So,

Deshler, Donald D., Faggella-Luby, Michael, Schumaker, Jean S. (2007).

Embedded Learning Strategy Instruction: Story-Structure Pedagogy in

17

Heterogeneous Secondary Literature Classes. Learning Disability

Quarterly 30/2, 131-147.

Should be:

Deshler, D. D., Faggella-Luby, M., Schumaker, J. S. (2007). Embedded

learning strategy instruction: Story-Structure pedagogy in heterogeneous

secondary literature classes. Learning Disability Quarterly, 30(/2), 131-

147.

2. Once the article is in print, we refer to the contents in the past tense. Also, be

careful not to change tense in the middle of a paragraph or from paragraph to

paragraph.

3. When you use direct quotes, refer to the article and provide the page number at the

end i.e. …….” . (p. 17). For the most part, try to paraphrase rather than using direct

quotes. Do not quote more than once in an assignment (or possibly twice in the

book review) – you should be paraphrasing.

4. You do not need to cite the paper or book you are critiquing at the end of every

paragraph. Once is enough in the assignment.

5. Avoid using contractions.

6. Use those pesky ampersands (&) whenever the reference appears in parentheses and

in the reference list at the end of your assignment. When the reference is in the text

of the article, use and. So you might begin a sentence “Able and Baker (2011)

reported that …..”

Finally, for information on using APA style, use the Library Tools link on our

web page – you will find APA information at the citations link. If assignments

have more than one error, I will return them for editing before I grade them,

however there is a 2 point penalty for having to resubmit. You may proofread

each other’s articles and book reviews before submitting them to me,

however, do not proofread each other’s midterm or final essays: Proof your

own papers for these assignments.

Book Club and Review Guidelines

The purpose of this assignment is to provide a different and more personal perspective on

learning disabilities or a related disorder. Select a book by or about an individual or

family coping with a learning disorder. Related disorders might include ADHD,

Tourette syndrome, and Asperger’s syndrome. However, books by or about people

with physical disabilities, mental retardation, or mental illness are not suitable for

this class and cannot be accepted. If you are not sure that the book is appropriate, ask.

In the review, you will take a more conversational tone than you do in your research

reviews, and you will include your own reflection on the context and events of the book

you choose. Write in the first person. What got your attention? How did you react? Use

APA format to give the citation of the book at the top of the first page. Use the naming

convention. Naming convention for Susan Osborne would be OsborneS_BR.doc

Comment [r1]: Use authors last names and initials

Comment [r2]: Capitalize only first words, proper nouns, and first words after a colon in the article title. I know this runs counter to everything

everybody has learned prior to APA style.

Formatted: Font: Italic

Formatted: Font: Italic

Comment [r3]: Journal title and volume number

in italics

Comment [r4]: Issue number in parentheses – not in italics

18

For your review:

1. Give the author and the relation of the author to the person with the disorder.

2. Describe the context and the nature of disorder.

3. What was the purpose for writing the book?

4. Describe some of the key events, experiences and explain why these were important

to you. Were there events or experiences that shocked, angered excited, or amused you?

Why? How do you imagine the book will affect your practice, interactions with pupils

and their families?

5. What was your overall impression of the book? Do you believe it gave you a different

perspective on or more insight to the problems faced by individuals with

learning/behavior problems or their families? What criticisms, if any, do you have?

6. Would you recommend the book to others? If so, to whom? If not, why not?

Descriptions of other assignments and rubrics for scoring will appear on the website.