80520 READING PROG FOR CHILD WITH SEVERE READING DISAB

Year	No.	Offer	Mode	Description			Cred. Pts
97	80520 	S1  	X 	READ PROG CHILD SEV RD DIS	1.00

Contents

• Staffing
• Pre-requisite(s)
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Student Workload
• Assessment Details

STAFFING:

PRE-REQUISITE(S)

80511+80514

RATIONALE:

Though  it is anticipated that programmes of individualised and  group
instruction   will  successfully  eliminate  most  of   the   problems
experienced by under-achievers in reading, there will always  be  some
children  who  are  so deficient in formal reading  skills  that  they
require additional assessment and clinical teaching. Prominent amongst
these retarded readers are the mildly mentally retarded child and  the
older  learning disabled child. Successful intervention depends on  an
extensive  and in-depth understanding of instructional techniques  and
the ability to select and adapt resources.

SYNOPSIS:

This  unit  is  designed  to  provide an  in-depth  knowledge  of  the
characteristics  and  instructional  needs  of  children  with  severe
reading  difficulties.  Particular  reference  will  be  made  to  the
learning behaviours of the moderately retarded child and to the  older
learning  disabled  child. The support teacher and the  class  teacher
share  responsibility  for the education of such  children.  The  unit
outlines the dual role of the support teacher and the class teacher in
assessing and programming for these children.

OBJECTIVES:

At the conclusion of this unit, students will be required to
demonstrate:

1. A knowledge of instructional strategies which cater for the
   particular needs of the mildly mentally retarded and the older
   reading disabled child.
   
2. A knowledge of the techniques of clinical diagnosis and the
   ability to select and administer appropriate tests to children
   referred for diagnosis.
   
3. A knowledge of current research information about: .
   strategies for the teaching of reading. . the efficacy of
   remediation procedures.
   
4. The ability to identify and remediate areas of specific skills
   deficits characteristic of mildly mentally retarded children.
   
5. An understanding of the characteristics and needs of the older
   reading disabled child and the ability to develop programmes
   to meet their needs.
   
6. Familiarity with a range of materials suited to programming
   for mildly mentally retarded children and older reading
   disabled children, and ability to select materials appropriate
   to individual children.
   
7. The ability to work with other professionals in designing
   multi- level and school-wide reading programmes as well as in
   design programmes for : individual instruction group
   instruction class instruction
   

TOPICS:

 Description                                                    Weighting(%)

ALL TOPICS WILL RECEIVE EQUAL WEIGHTING.
An overview of research related to the reading character-
istics  and  learning  styles of  mentally  retarded  and
learning disabled children.

Clinical assessment.

Teaching reading to the mildly mentally handicapped child
through:
. direct instruction
. developmental and experiential reading programmes.

Teaching  the older learning disabled child with  special
reference to:
. motivation
. disabilities in specific analytic skills and in compre-
  hension
. reading in the content area.

Selection  of  appropriate  materials  for  disabled  and
reluctant readers.

Alternative approaches to strengthening reading skills.

Development of teacher made reading materials.

Development  of independent reading, study  and  research
skills.

An  overview  of  research relating to  the  efficacy  of
support programmes.

The  role  of the support teacher with specific reference
to areas of co-operation with regular teacher.

TEXT and MATERIALS to be PURCHASED:

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	65
Private Study                                 	20
Assessments                                   	80

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL
1   S              21/03/97  SCHOOL BASED PROJECT                      30.00     Y
2   S              30/05/97  TEACH. PROG                               70.00     Y