1. Review of Course Requirements Introduction to Learning Disabilities
SPED 780
Class Session 1
Review of Course Requirements
Introduction to Learning Disabilities
Judith Mack, MSEd, MSW
Adjunct Lecturer
Department of Special Education

2. Agenda Introductions Review Syllabus Course Requirements
Brief Overview of Learning Disabilities

3. Introductions Name Program Age group/grade you teach
Subject area (if applicable)
Experience with learning disabilities
Anything else you think we should know

4. Syllabus, Course Objectives, and Content
Text/Readings
Expectations
Hunter Policies
Council for Exceptional Students (CEC) Standards

5. Course Survival Strategies
Before you do anything else read this syllabus carefully and use as a resource throughout the course of the semester.
Your understanding of assignments and success will be based on your ability to grasp key concepts, meet expectations, and follow directions.
Successful completion of all assignments and activities will be evaluated and defined using the standards set forth in this syllabus and rubrics distributed in class

6. Course Survival Strategies
At any time throughout the semester, seek me out via or we can set an appointment to meet, when and if you have any confusion or questions about the class, course assignments or materials, your progress, or for any other reason.
Feel free to review corrected/graded material with professor, I am human and may have missed or overlooked items or issues.
Trust me, I am committed to helping you to understand and integrate materials and ideas.
Professional conduct is expected. Please note that a pattern of unprofessional behavior will have a substantial effect on the course grade.

7. Course Survival Strategies
Evidence of initiative and effort
Timely, clear and respectful communications – in class, , phone, etc.
Respectful, on-task participation (e.g.: no phones/text- messaging/web-surfing.)
Punctuality, both for start of class and after breaks.
is an extremely effective and efficient tool to communicate with me.
Therefore, it is your responsibility to make sure that the address you write down is correct.

8. Course Survival Strategies
Late assignments will not be accepted.
No make-up assignments will be given.
Education is an interactive process: Active and thoughtful participation in class discussions and activities is expected.
Share your thoughts and respect others: Developing your own voice is imperative to becoming a successful educator. Therefore, make sure your voice is heard, but also make space for others to be heard.

9. Guidelines for Written Work:
A cover page with name, date, title of assignment, course number, etc;
Correct grammar and spelling
Compliant with APA style.
Typed or word-processed;
You will be expected to hand in a hard copy of all written assignments.
Double-spaced;
Black ink
Other course requirements:
12-point font
Access to a computer, internet, and printer for all assignments.
1-inch margins;
Numbered pages;
Assignments must be handed in on time and complete or points will be deducted.
Stapled;
A separate reference page;

10. Assignments 1. Initial Reflection on LD 10 2. Paper 20
3. Group Project 20
4. Final Examination 25
5. Class Participation 25
TOTAL

11. Initial Reflection on LD (10% of final grade)
For this 2-3 page writing assignment you will have an opportunity to reflect upon your initial impressions of LD from a professional, personal, and/or practical perspective.

12. Research Paper & Roundtable Presentations (20% of final grade)
For this assignment you will write 3-5 page paper exploring some aspect of LD that interests you. You must identify three relevant peer reviewed research articles on your topic. These articles can be drawn from the assigned readings or your own online research on the topic.
Additionally you will prepare a short 5 minute presentation (1 handout) for the Research Roundtable where you will summarize your findings for your colleagues.

13. Group Project (20% of final grade)
As part of a group, you will choose a topic related to LD and prepare a 20 minute presentation for the class that will include an introduction, relevant history/research, effective interventions, and instructional implications, and a conclusion.
Be sure to include information on how your topic is relevant to students, teachers, and families.
You can choose the presentation format (powerpoint, lecture, activities, video, etc.)
You must also produce a 1 page handout for all members of the class.
Need one group to present next Monday! Today you will identify your group

14. Final Exam (25% of final grade)
There will be a cumulative and comprehensive on- line examination on the last day of class. There will be an opportunity to review for the exam; however, it will be a student-directed review in which students will bring their questions and concerns to the review session.

15. Class Participation/Attendance (25% of final grade)
Professor will keep track of each student’s participation and weekly contribution. Students are expected to come to class well prepared to engage in critical discussions. Please complete all assigned readings, read them against one another, and think ahead about how the readings correspond to your particular personal and professional perspective.

16. Daily Assignments/Readings
It is essential that you complete all assigned readings and are prepared to actively participate in daily discussions. It will not be possible to receive full credit for class participation if you do not demonstrate that you are prepared every day for class. This includes participation in online classes.
Participation in online discussions

17. Intro to LD Relatively new field Different historical phases
Variety of theoretical perspectives in each phase
Changing definitions over time
Controversy at all stages

18. Turn & Talk What is a learning disability?
What do you already know about learning disabilities?
What do you think it takes to help a student with learning disabilities succeed?

19. What is the Federal Definition of Specific Learning Disabilities?
Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

20. Federal definition for specific learning disability
Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

21. Specific Learning Disabilities
Reading (dyslexia)
Auditory processing
Writing (dysgraphia)
Visual Processing
Spelling
Sensory-Motor
Math (dyscalculia)
Social

22. Components of Current Definitions
Psychological process criteria
Exclusionary criteria
Discrepancy criteria

23. Academic Discrepancy Areas
Oral expression
Listening comprehension
Written expression
Basic reading skills
Reading comprehension
Mathematical calculation
Mathematical reasoning

24. Discrepancy Between Ability and Achievement Is Controversial
Hallahan et al: Learning Disabilities, 3e
Discrepancy Between Ability and Achievement Is Controversial
Concerns about the concept of discrepancy
Matthew Effect – the idea that the rich get richer while the poor get poorer
Concerns about the methods for establishing a discrepancy
Comparing IQ tests to standardized achievement tests
Comparing standard scores
Consensus about discrepancy
Researchers appear to have reservations about the usefulness of discrepancy
Copyright Allyn & Bacon 2005

25. Responsiveness to Intervention
Hallahan et al: Learning Disabilities, 3e
Responsiveness to Intervention
Behavioral Consultation
1) Identify struggling students
2) Provide different degrees of specialized instruction
3) Monitor their progress before and after they receive specialized instruction
Standardized Protocol
Operates from more of a preventative stance
Emphasizes early reading performance
Copyright Allyn & Bacon 2005

26. Challenging Deficit Thinking
Read and annotate the article
Turn & Talk
What stood out to you?
What does this article make you think about regarding teaching students with learning disabilities?
Whole Group discussion
Norms for discussions

27. For Tomorrow Order Textbook Identify group to work with
Readings (available on class website)
Required:
Hallahan, Chapter 1(available online)
Choose 1-2:
Aaron
Kravale
Skiba