80417 LEARNING DISABILITIES: THEORY AND PRACTICE

Year	No.	Offer	Mode	Description			Cred. Pts
98	80417 	S1  	X 	LEARN DISABILITIES T & P  	1.00

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details

STAFFING:

RATIONALE:

Since  the mid 1960s the educational community has focussed increasing
attention  on  children  who fail to learn despite  apparently  normal
ability and an absence of obvious disabling conditions. Students  with
learning   disabilities  are  found  across  all   ages,   races   and
socioeconomic levels; the nature of the difficulties faced range  from
mild  to  severe,  and may be specific or general. Intensive  research
over  the  last  two decades has provided educators with  a  range  of
effective instructional techniques, some highly specialised, and  some
which  are  adaptations of approaches commonly  used  in  the  regular
classroom.  Almost  all  children with  learning  disabilities  attend
regular  schools. It is therefore important for all teachers  to  have
knowledge  of  learning disabilities and the instructional  approaches
that have proven most effective.

SYNOPSIS:

This  unit  will include a brief, historical survey of  the  field  of
learning   disabilities,  and  will  examine   the   phenomenon   from
psychological,  medical,  and educational  viewpoints.  Students  will
study the most effective approaches to assessment and instruction  and
will  be  expected to demonstrate in assignments the  ability  to  use
their knowledge in practical applications. The approaches presented in
this unit are those for which sound research evidence exists for their
efficacy.  However, brief consideration will also  be  given  to  less
conventional approaches for which research evidence is lacking.

OBJECTIVES:

On successful completion of this unit students will be able
to:

1. describe the major historical trends and controversial issues
   in the field of learning disabilities,
   
2. demonstrate an understanding of proposed etiologies of
   learning disabilities,
   
3. describe the major behavioural and cognitive instructional
   approaches to learning disabilities within the context of a
   range of curriculum areas,
   
4. demonstrate an understanding of the social and emotional
   consequences of learning disabilities on the affected student
   and on his or her family,
   
5. show how instructional approaches for students with learning
   disabilities may be applied successfully in the regular
   classroom.
   

TOPICS:

 Description                                                    Weighting(%)

History and issues                                                    10.00

Medical, psychological, and educational views of etiology             15.00

Instructional approaches, including assessment                        50.00

Applications                                                          25.00

TEXT and MATERIALS to be PURCHASED:

RECOMMENDED REFERENCE MATERIALS:

There are numerous texts on learning disabilities; any recent
publications would be useful supplementary material.

Cole, P. & Chan, L., (1990), "Methods and Strategies for Special
Education", New York, NY: Prentice Hall. An Australian publication
with detailed information about instructional strategies.

Journals in the field e.g. -

Australiasian Journal of Special Education

Exceptional Children

Journal of Learning Disabilities

Learning Disability Quarterly

Reading Research Quarterly

Remedial and Special Education

The Journal of Special Education

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	105
Private Study                                 	40
Assessments                                   	20

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   S              08/05/98  PROJECT                                   40.00     Y
2   S              END S1    EXAM 2 HOURS                              60.00     N