• Course Syllabus
• Course Assignments
• Course Grading
• Course Calendar
• Discussion Group
• Observation Ideas
• Final Project Information
• Wissick's Special Education Toolbox
• Web Links for EDEX 531

I. Descriptive Information
EDEX 531: Specific Learning Disabililties in Children, Programs in Special Education, University of South Carolina

B. Course Credit 3 Credit Hours

C. Prerequisites EDEX 523 or PSYC 528 or consent of instructor

D. Intended Audience
Graduate students in Generic Special Education or Learning Disabilities Master's degree programs, those seeking initial certification in the field of learning disabilities, or teachers who are interested in learning more about students with learning disabilities.

E. Instructor Dr. Cheryl Wissick
Office: Programs in Special Education, 235D Wardlaw, Phone: 777-8859
Email: Cwissick@sc.edu
Course On-line: Http://www.ed.sc.edu/caw/edex531.html
Web Discussion Group: http://www.blackboard.com
Office Hours: M or F as posted: 1:00 - 4:30; T: 7:15 - 8:15 AND W1:00 - 4:30

Shirley Bausmith, Doctoral Intern
Email:  bausmith97@aol.com
 

II. Statement of Course Goals & Objectives

• Discuss key contributors to and the historical development of the field of learning disabilities.
• Identify and explain the basic medical aspects of a learning disability.
• Plan appropriate academic and social activities in the areas of math, reading, writing, social development, and communication for students with learning disabilities.
• Identify and explain the educational placement options for students with learning disabilities.
• Identify components and plan for the transition from school to work for students with learning disabilities.
• Discuss and apply the concepts of learning from text to the actual classrooms.
• Obtain and analyze research articles pertinent to students with learning disabilities and compare information in the articles with class discussions and activities.
• Present a topic regarding learning disabilities to their peers.

III. Required Text and Readings

Additional readings as assigned by the instructor.

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IV. Academic Course Requirements

• Quantitative Research (i.e., group design, surveys, single subject)
• Theoretical/case study/enthnographic (i.e., interviews, case studies)
• Popular magazines/teaching ideas (i.e., parent, news, teaching magazines)

Rationale: Students will be familiar with popular journals in the field of learning disabilities, current research in the field of learning disabilities, and general information regarding learning disabilities being provided to the public.

2. World Wide Web Discussion Group (50)
http://www.blackboard.com
Participation in the World Wide Web Discussion Group for EDEX 531. Students will be expected to log on to the discussion group weekly (at least ten times) and answer a topic question related to the chapter. Students who do not currently have a personal mail account may get a CMS account through Computer Services Division. Short sessions on learning CMS are offered through the ETC. In addition students may register for an account through a web mail service such as Yahoo.com. Any assignments can be sent to the instructor via electronic mail.

Rationale: Students will have an alternative method to for class discussion and to send personal messages to the instructor.

3. Observations (55)
Students will make arrangements to visit classrooms serving students with learning disabilities. Observations may occur in:

• Two different classrooms for students with learning disabilities.
• Two different classroom settings with observation of one student in each setting.
• One classroom at two different times with different instruction and groups.

Rationale: Students will be able to compare text information on learning disabilities with observations of students. Students will be familiar with classroom experiences. The final report will compare the two observations detailing observations of the students academic and social behavior.

4. Technology Simulations (50)
Students will participate in two technology simulation activities. These activities will be completed in groups of 3-5 in the Educational Technology Center. We will establish groups and schedule times together as a class to coordinate times with the use of the ETC. You will complete a short paper review of the activity. Details will be provided prior to the activity.

Rationale: Students will be aware of the power of technology for simulations and for providing alternative experiences to learning.

5. Project (50)
Students will have a variety of options for in-depth study in some aspect of the area of learning disabilties. Students may choose to write a position paper, conduct a research study, present a Powerpoint presentation, create a web page, design a TrackStar, write a grant, or work in a group on a class presentation. Topics include (but not limited to):

• Transition for Preschoolers and concerns with young children,
• Transition/ Adults with LD & School to Work, Placement Options (pp 148-166),
• Whole Language & Constructivism with Children with LD,
• Attention Deficit Disorder,
• Definitions & Interventions for Attention,
• Technology for Students with LD,
• Parent-School Relationship (167-171),
• Reading Issues and LD,
• Phonemic/Phonological Awareness,
• Study Skills,
• What is Feels Like to have a Learning Disability, and
• Relationship of LD to other Concerns (Multiculturalism, English as a Second Language, Students with other disabilities).
• Grant Writing to fund a Resource Room.

Rationale: Students will gain experience developing a presentation for an in-service or a conference, writing a paper, or creating a web page. Students working in groups will be exposed to tools for presenting to a group. Students will gain experience working collaboratively. Guidelines for the project can be found at: http://www.ed.sc.edu/caw/edex531project.htm

6. Final Exam (100)
Students will complete final exam. The exam will consist of information covered in class discussions and the assigned readings. The questions will consist of multiple choice, true false, fill in the blank, short answer, matching, and essay. An exam review will be conducted prior to the exam.

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V. Administrative Course Requirements

2. Students are expected to participate fully in all class activities. Knowledgeable and active participation in class discussions will be used to determine borderline grades. Students are expected to complete all class activities and assignments.

3. Assignments are due at the beginning of class. Late assignments will be reduced by five points for each late day.

4. All assignments are to be word processed and double-spaced, following APA guidelines.

5. Assignments may be submitted before the due date for review and comments by the instructor prior to the final submission.

6. If a student has difficulty with a course requirement, needs special assistance with an assignment, or would like to alter an assignment to meet his/her needs, he or she should meet with the instructor prior to the assignments' due date.

7. Any assignment that does not meet the minimum requirement (70%) will be returned to the student for revisions.

8. Class sessions will consist of lecture, demonstration, group activities, laserdiscs, world wide web resources, discussion group, and videotapes.

9. Undergraduates taking the course for undergraduate credit do not need to complete the individual project. Points will be adjusted accordingly.

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VI. Evaluation and Grading

VII. Course Calendar

VIII. Mode of Instruction
 

Demonstration & Lecture	60%
Interactive Activities & Videos	25%
Projects	5%
Presentations	10%

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