Describe and assess the impact of language development and listening comprehension on academic and non-academic learning of students with disabilities.

Describe and assess the impact of language development and listening comprehension on academic and non-academic learning of students with disabilities.

Required Texts:

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Diamond, L. & Thorsnes, B.J. (Eds). (2008). Assessing reading: Multiple measures for kindergarten through twelfth grade (2nd ed.). Novato, Ca: Arena Press.

Honig, B., Diamond, L., Gutlohn, L. & Cole, C. (2013). Teaching reading sourcebook (2nd ed.). Novato, Ca: Arena Press.

Moats, L. & Tolman, C. (2009). The challenge of learning to read (2nd ed.). Language essentials for teachers of reading and spelling. Longmont, Co: Sopris-West.

Moats, L. (2009). The sounds of English: Phonetics, phonology, and phoneme awareness (2nd ed). Language essentials for teachers of reading and spelling. Longmont, Co: Sopris-West.

Moats, L. (2009). Spellography for teachers: How English spelling works (2nd ed). Language essentials for teachers of reading and spelling. Longmont, Co: Sopris-West.

Course Description:

The focus of this course is on high-incidence disabilities, specifically learning disabilities and language disorders encountered in general and special education environments. Specific emphasis will be on the understanding of characteristics and interventions that support these types of students. The course will also emphasize research based instructional strategies and accommodations for students with high incidence disabilities. Field experiences are required.

This course is an important foundation for being an effective and efficient learning support teacher and supporting the learning needs of students in other disability categories as well. Therefore, the following assessments and activity requirements are designed to demonstrate that you have advanced understanding in the practice of programming and instructing students with learning disabilities.

To be successful in this course you will need to place yourself in the mindset of doing EXCELLENT work. Simply completing the assignments is not sufficient to earn an A in this course. The work that is expected in the course project is work that is expected of every special educator.

Course Goals

· Recognize and explain basic assessment and statistical concepts relative to identification of students with high incidence disabilities

· Identify the etiologies and medical aspects of various diagnoses affecting individuals with disabilities in order to contribute to effective program planning.

· Recognize patterns of typical behavioral milestones and how patterns of students with disabilities may be different, and plan effectively for positive teaching of appropriate behaviors that facilitate learning.

· Identify the screening, pre-referral, and classification process and placement procedures.

· Consider the implications of language development in working with students with disabilities.

· Describe and assess the impact of language development and listening comprehension on academic and non-academic learning of students with disabilities.

· Demonstrate a conceptual understanding of the components of reading and describe how these areas pose challenges for students with disabilities

· Become familiar with a four-processor model of reading (context, meaning, phonological and orthographic) and understand that reading depends on language proficiency.

· Explain the relationship between phoneme awareness, phonological processing, and phonics.

· Clearly articulate and model the use of explicit and systematic instruction in the teaching of content area literacy for all students with disabilities across all reading levels.

· Identify effective instructional strategies to address areas of need.

· Identify methods to increase knowledge and pedagogical skills through participation in meaningful professional development.

· Identify and implement differentiated instructional strategies through the use of matching appropriate strategies to student characteristics, integrating student initiated learning opportunities and experiences into ongoing instruction, e.g., universally designed approaches.

· Identify methods to facilitate educational progress and include all students using the Standards Aligned System

COURSE REQUIREMENTS /TESTS AND ASSIGNMENTS

Readings

For each week, please come to class prepared to discuss the readings and/or websites. You should interact with the readings actively, just as you teach your students to do the same.

Quizzes

There will be regular quizzes on material from class and the readings. You will generally be informed when there will be a quiz (as stated in the syllabus). You may use any of your class resources to complete these quizzes. However, if waning class participation leads me to believe that students are not completing the assigned readings, there may be unannounced quizzes. Quizzes must be completed on D2L before class begins on the day they are due.

Article Reviews

You will be expected to review two articles from peer-reviewed journals in the field of learning disabilities. The reviews should be 2-3 pages. You should also be prepared to briefly discuss your review with the class. The first review should be from a practice-based journal. Teaching Exceptional Children is a great example of a practice-oriented journal. These types of articles explain teaching strategies or discuss current practices for teachers. Attach a copy of the article to your review.

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