80520 READING PROG FOR CHILD WITH SEVERE READING DISAB

Year	No.	Offer	Mode	Description			Cred. Pts
99	80520 	S2  	X 	READ PROG CHILD SEV RD DIS	1.00

Contents

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

STAFFING:

PRE-REQUISITE(S)

80511+ 80514/88068

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 and the efficacy of remediation
   procedures.
   
4. The ability to identify and remediate areas of specific skill
   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, and 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 WWW
1   S              WK 5      SCHOOL BASED PROJECT                      30.00     Y   N
2   S              WK 15     TEACHING PROG                             70.00     Y   N

OTHER REQUIREMENTS:

1    When  there  is  more  than  one marker  for  a  single  item  of
     assessment, the distribution patterns and means for the different
     markers will be compared and marks adjusted if necessary.
2    Marking   criteria  are  provided  in  unit  material   as   mark
     sheets/guides or as part of assignment specifications.
3    Summative assessment items will receive a letter grade.
4    Unit Grades will be calculated by aggregating the weighted result
     or  numerical  score  for  each summative  assessment  item.  Any
     ungraded  assessment requirement will receive  a  Pass,  Fail  or
     Incomplete.
5    All assessment items must be attempted/submitted. Each Assessment
     item must be passed.
6    If  assignments  are  submitted after the  due  date  without  an
     approved  extension of time, a penalty of 5% of the mark  awarded
     by  the examiner for the assessment item will apply for each week
     late.