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3. EDPY 389/ PSYC389/589: Learning Disabilities: Issues and Interventions

EDPY 389/ PSYC389/589: Learning Disabilities: Issues and Interventions Report a Broken Link

This course is designed to increase awareness of learning disabilities from a number of viewpoints and theoretical perspectives. While the course emphasizes understanding the issues surrounding the field of learning disabilities, it also examines the assessment and remediation of learning and behaviour problems. Topics range from legislation pertaining to learning disabilities to providing services to individuals with learning disabilities.

Supplementary Readings

Unit 1

Basic Concepts

Division for Learning Disabilities, Council for Exceptional Children. Understanding learning disabilities. Teaching LD. The article uses question/answer format to describe the etiology, characteristics, prognosis, and identification processes of learning disabilities. It provides useful checklists for identifying learning disabilities in students at the pre-school, elementary, and adolescence and adult levels. The Teaching LD home page is found at http://www.teachingld.org/.

Dudley-Marling, C. (Nov./Dec., 2004). The social construct of learning disabilities. Journal of Learning Disabilities, 37(6), 482-490. Dudley-Marling critiques the current understanding and acceptance of learning disabilities that situates individual success and failure in the minds of individuals. He introduces social constructivism as an alternative perspective that locates learning and learning problems within the context of human relations and activity. Examples illustrate how performance aspects of learning disabilities emerge within the context of human relationships.

Kalyanpur, M., & Harry, B. (Nov./Dec., 2004). Impact of the social construction of learning disabilities on culturally diverse families, A response to Reid and Vale. Journal of Learning Disabilities, 37(6), 530-534. The authors respond to the current focus on the effects of the social construction of learning disabilities on families of children from devalued racial and ethnic groups. They argue that many culturally diverse families are disenfranchised from the discussions of learning disabilities.

Learning Disabilities Association of Ontario. About learning disabilities. Describes learning disabilities and provides links to other useful resources on the topic, including assessment protocol, articles, and tips for parents. The Learning Disabilities Association of Ontario home page is found at http://www.ldao.ca/.

Walcot-Gayda, E. (2003). Understanding learning disabilities. Education Canada, 44(1). Adopts a research-based, national definition of learning disabilities to describe the cognitive and behavioral manifestations of learning disabilities that occur over time and across environments.

Unit 2

Causes of Learning Disabilities

LDAC. (Fall, 2003). Summary of research findings on learning disabilities. National Learning Disabilities Association of Canada, 40(2). Summarizes what is currently known about learning disabilities based on research.

Shaywitz, S., & Shaywitz, B. (Mar., 2004). Reading disability and the brain. Educational Leadership, 61(6), 6-11. Discusses the significance of neurological science and reading research to the improvement of reading instruction.

Specht, J. (Winter, 2004). Educating exceptional children: Current issue for educators. Education Canada, 44(1). Describes the research findings on the neurological basis of learning disabilities.

Unit 3

Eligibility for Special Education Services

Alberta Learning. (1995). Individualized Program Plans. Describes the processes for developing Individualized Program Plans for students who have learning disabilities. Also describes strategies for involving parents. The Alberta Learning home page is found at http://www.education.gov.ab.ca/default.asp.

Alberta Learning. (2002). Unlocking potential: Key components of programming for students with learning disabilities. Describes the key components of educational programming for students who have learning disabilities, including collaboration, parental involvement, identification and assessment processes, individualized program plans, accommodations, and instruction. The Alberta Learning home page is found at http://www.education.gov.ab.ca/.

Alberta Learning. (2003). Standards for special education. Special Programs Branch. Outlines the requirements for school boards regarding the delivery of educational programming and services to students with special education needs. These requirements are organized into four areas: access, appropriateness, accountability, and appeals. The Alberta Learning home page is found at http://www.education.gov.ab.ca/.

Kavale, K. A. (June, 2002). Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, & Education, 49(2), 201-214. Traces the trend in the United States toward greater integration of students with disabilities into general education from its origins in mainstreaming to the present call for full inclusion. Discussion focuses on the ideological nature of the debate about full inclusion, which, Kavale asserts, ignores research evidence and makes a more rational and incremental approach to integration difficult to achieve.

Stein, M. T., & Lounsbury, B. (Nov., 2004). A child with a learning disability: Navigating school-based services. Pediatrics, 114(5), Supplement Part 3 of 3, 1432-1437. Case report of a 7-year-old boy with learning disabilities.

Unit 4

Parents and Families

Alberta Learning. (2003). The learning team: A handbook for parents of children with special needs, 2003. Edmonton, AB: Alberta Learning. Offers information and strategies for parents of children with special needs who want to be meaningfully involved in their children’s education. The Alberta Learning home page is found at http://www.education.gov.ab.ca/default.asp.

Dunst, C. J. (Fall, 2002). Family-centered practices: Birth through high school. Journal of Special Education, 36(3), 139-147. Reviews and synthesizes quantitative and qualitative research evidence with regard to the family-centeredness of early intervention, preschool, and elementary and secondary school practices.

Gersten, R., Irvin, L., & Keating, T. (Fall, 2002). Critical issues in research on families: Introduction to the special issue. Journal of Special Education, 36(3), 122-123. Introduces issues relating to research on family involvement in special education.

James, H. (Jan./Feb., 2004). Promoting effective working with parents with learning disabilities. Child Abuse Review, 13(1), 31-41. Outlines risks to children associated with their parents’ difficulty in accessing appropriate antenatal care and the risks of developmental delay arising from both genetic and environmental influences.

Pentyliuk, M. A. (2002). Parental perceptions on the effects of learning disabilities assessment on family adaptation. Canadian Journal of School Psychology, 17(2). Report of a study revealing that the process of assessing children for learning disabilities contributed little to parents’ understanding of their child’s learning needs. Discusses a family-centred approach to assessment.

Unit 5

Prevention and Intervention in Early Childhood

Lerner, J. Critical issues in teaching young children with learning disabilities. LDOnline. Describes issues topical to early childhood education, including developmentally appropriate practices, placement practices, transition to other placements, assessment practices, and cultural and linguistic diversity. The LD Online home page is found at http://www.ldonline.org/.

Dorothy Strickland and Shannon Riley-Ayers (2006). Early Literacy: Policy and Practice in the Preschool Years As early childhood education moves front and center in the public policy debate, more attention is being paid to early literacy. Early childhood professionals have long recognized the importance of language and literacy in preparing children to succeed in school. http://www.ldonline.org/article/11375/

Lerner, J. (1998). Stages of the assessment process. LDOnline. Describes six stages of assessing young children for learning difficulties. The LD Online home page is found at http://www.ldonline.org/.

Seldin, N. (1998). Characteristics of young learning disabled students. LDOnline. Checklists of student characteristics within the following domains: general functioning and social-emotional development, speech-language development, and sensory-motor development. The LD Online home page is found at http://www.ldonline.org/.

Unit 6

Transition Programming in Adolescence and Adulthood

Anderson, S., Yilmaz, O., Wasburn-Moses, L. (Spring, 2004). Middle and high school students with learning disabilities. American Secondary Education, 32(2), 19-38. Discusses the use of an academic intervention that was effective in enhancing the academic performance of middle and high school students with learning disabilities.

DeFur, S. H. (2003). IEP transition planning: From compliance to quality. Exceptionality, 11(2), 115-128. Presents a model for integrating transition planning into the IEP process, focusing on developing quality student-centred strategic plans. Describes strategies for developing effective transition planning practices, following effective processes, and creating efficient and effective IEPs.

Kamens, M. W., Dolyniuk, C. A., Dinardo, P., Rockoff, J. C., Forsythe, J., & Corman, H. (Winter, 2004). A collaborative approach to enhancing employment and social skills of students with disabilities: Perspectives of the stakeholders. Preventing School Failure, 48(2) 24-31. Describes a summer work program in which students with and without disabilities work together. The authors share their perspectives about the experience through the voices of the participants and offer thoughts to stakeholders in community-based projects for individuals with disabilities.

Mull, C. A., & Sitlington, P. L. (Spring, 2003). The role of technology in the transition to post-secondary education of students with learning disabilities. Journal of Special Education, 37(1), 26-32. Describes how various technologies can be implemented effectively in the transition to post-secondary education for students with learning disabilities.

Reamer, A. (1997). Transition to college. LDOnline. Practical advice for students who have learning disabilities and who are transitioning to a college setting.

Steere, D. E., & Cavaiuolo, D. (Jul./Aug., 2002). Connecting outcomes, goals, and objectives in transition planning. Teaching Exceptional Children, 34(6), 54-59. Discusses the importance of connecting outcomes, goals, and objectives when planning transition from school to post-school life for students with disabilities.

Unit 7

Social, Emotional, and Behavioral Problems

Elksnin, L. K., & Elksnin, N. (Winter, 2004). The social-emotional side of learning disabilities. Learning Disability Quarterly, 27(1), 3-8. Discusses the impact of LD definitions on policy and practice, the prevalence of social-emotional deficits among youth with LD, relevant social-emotional terms, and the rationale for teaching social-emotional skills.

Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33(3), 326-344. Discusses the current status and future directions of behavioral interventions used in schools. Presents four themes that are considered critical for future research and practice in school-based behavioral intervention work. Also discusses functional behavioral assessments.

Headan, H., & Halle, J. W. (May, 2004). Social perceptions of students with learning disabilities who differ in social status. Learning Disabilities Research and Practice, 19(2), 71-82. Examines ways in which students with learning disabilities process social information. Discusses implications for practice and future research.

Kavale, K. A., & Mostert, M. P. (Winter, 2004). Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly, 27(1), 31-44. Evaluates structured training approaches that are designed to enhance the social functioning of individuals with learning disabilities.

Pavri, S. (Fall, 2000). The social face of inclusive education: Are students with learning disabilities really included in the classroom? Preventing School Failure. LDOnline. Explores the social adjustment and functioning of students with learning disabilities in inclusive classrooms. The LD Online home page is found at http://www.ldonline.org/.

Unit 8

Cognition, Metacognition, and Memory in Students with Learning Disabilities

Andrews, J., Harrison, G., & Saklofske, D. (Spring, 2003). Current perspectives on cognitive and learning styles. Education Canada, 43(2). Presents various perspectives on cognitive and learning styles. Includes discussion of individuals’ psychological characteristics, learning styles and learning preferences, and the relationship between students’ cognitive processes and their learning strategies.

Wagmeister, J., & Shifrin, B. (Nov., 2000). Thinking differently, learning differently. Educational Leadership, 58(3), 45-48. Report of one school district’s implementation of a brain-based instructional plan to help students learn how to read, write, and spell.

Unit 9

Attention Deficit Hyperactivity Disorder

Hallowell, E. M. (1992). What’s it like to have AD/HD? Attention Deficit Disorder Association. The author describes his experiences as a person who has AD/HD. The Attention Deficit Disorder Association home page is found at http://www.add.org/index.html.

Richardson, W. (1997). AD/HD and stimulant medication abuse. Attention Deficit Disorder Association. Richardson addresses the use and misuse of stimulant medication to treat AD/HD. The Attention Deficit Disorder Association home page is found at http://www.add.org/index.html.

Stein, M. (Nov., 2004). Attention-deficit/hyperactivity disorder: The diagnostic process from different perspectives. Pediatrics, 114 (Supplement Part 3 of 3), 1453-1457. A case report of a nine-year-old girl with educational underachievement and behaviours that suggest an inattentive form of AD/HD.

Unit 10

Educational Approaches

D’Arcangelo, M. (2000). The scientist in the crib. Educational Leadership, 58(3), 8-13. Compares current understanding of cognitive development with previous knowledge gained from psychologists such as Piaget and Vygtosky.

Unit 11

Students who Experience Difficulties with Spoken Language

No online supplementary materials designated for Unit 11. Please refer to the Mercer and Mercer (2005) and the Winzer (2005) materials referenced in the “Print and Video Supplementary Materials” list found in the online course materials.

Unit 12

Students who Experience Difficulties with Reading

Archer, A. L., Gleason, M. M., & Vachon, V. L. (Spring, 2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26(2), 89-101. Presents research-based practices for teaching decoding and fluency to students who continue to struggle with basic reading skills.

Denton, C. A., Vaughn, S., & Fletcher, J. M. (Aug., 2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research and Practice, 18(3), 201-211. The authors advocate for instructional reform based on collaboration among researchers, educational practitioners, teacher educators, and policymakers, with the common goal of improving outcomes for students who might otherwise experience reading failure.

Lyon, G. R. (1999). The NICHD research program in reading development, reading disorders, and reading instruction. National Center for Learning Disabilities. A comprehensive synthesis of reading research on how children learn to read, why some children and adults have trouble learning to read, and how we can help children learn to read. The National Center for Learning Disabilities home page is found at http://www.ncld.org/.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: US Government Printing Office. This report synthesizes research findings on teaching children to read. The National Institute of Child Health and Human Development home page is found at http://www.nichd.nih.gov/default.htm.

Ontario Ministry of Education. (2003). Early reading strategy: The report of the expert panel on early reading in Ontario. Presents research findings on learning to read and recommends instructional practices known to be effective with a focus on Junior Kindergarten to Grade 3. The Ontario Ministry of Education home page is found at http://www.edu.gov.on.ca/eng/about/.

Pullen, P. C. (Oct., 2002). Expert connection: Phonological awareness. Teaching LD. Addresses phonological skills in reading using a question/answer format. The Teaching LD home page is found at http://teachingld.org/default.cfm.

Shaywitz, S. E., & Shaywitz, B. A. (Winter, 2004). The new science of reading and its implications for the classroom. Education Canada, 44(1). Describes our current understanding of the nature of reading and reading difficulties and their implications for the classroom teacher.

Unit 13

Students Who Experience Difficulties with Writing

All Kinds of Minds. Getting thoughts on paper: Ashley. An excellent case study of Ashley, a fourth-grade student who struggles with writing. The All Kinds of Minds home page is found at http://www.allkindsofminds.org/index.aspx.

All Kinds of Minds. Getting thoughts on paper: Jeff. An excellent case study of Jeff, a tenth-grade student who struggles with writing. The All Kinds of Minds home page is found at http://www.allkindsofminds.org/index.aspx.

All Kinds of Minds. Getting thoughts on paper: Simone. An excellent case study of Simone, a sixth-grade student who struggles with writing. The All Kinds of Minds home page is found at http://www.allkindsofminds.org/index.aspx.

Gersten, R., Baker, S., & Edwards, L. Teaching expressive writing to students with learning disabilities: A research synthesis. National Center for Learning Disabilities. This report synthesizes the research on expressive writing. The National Center for Learning Disabilities home page is found at http://www.ld.org/.

Richards, R. G. (1999). Strategies for dealing with dysgraphia. LDOnline. Describes a variety of instructional strategies for supporting students who struggle with the kinesthetic process of writing. The LD Online home page is found at http://www.ldonline.org/.

Richards, R. G. (Feb., 2001). Helping students who struggle to write. LDOnline. Describes a variety of instructional strategies that can be implemented to support students who are struggling with the writing process. The LD Online home page is found at http://www.ldonline.org/.

Simner, M. L., & Goldberg, E. R. (1999). A comparison of children’s handwriting under traditional vs. whole-language instruction. Canadian Journal of School Psychology, 15(1). Report on a study comparing the speed and legibility of handwriting produced by children exposed to either traditional instruction or whole-language instruction in an attempt to determine whether children who received traditional, intensive classroom instruction in handwriting produce more legible and faster handwriting. The major findings showed that the student who received traditional instruction produced more legible handwriting than did those who received whole-language instruction, Further, students who received traditional instruction were able to write significantly more words under time pressure, and the differences between the groups did not diminish with increased grade and age. The report also discusses the practical implications of the results.

Unit 14

Students who Experience Difficulties with Mathematics

Geary, D. C. (1999). Mathematical disabilities: What we know and don’t know. LDOnline. Discusses the incidence and assessment of mathematical disabilities, and describes the characteristics of students who have mathematical disabilities. The LD Online home page is found at http://www.ldonline.org/.

Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4-15. Reviews the mathematical competencies of children who have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. Discusses underlying memory and cognitive deficits.

Montague, M., Woodward, J., & Byant, D. P. (Jan./Feb., 2004). International perspectives on mathematics and learning disabilities: Introduction to the special issue. Journal of Learning Disabilities, 37(1), 2-3. Introduces different perspectives on mathematics and learning disabilities.

Ontario Ministry of Education. (2003). Early math strategy: The report of the expert panel on early math in Ontario. Note: This is a large file. Summarizes research on the development of mathematics understanding and skill as well as effective instructional strategies with a focus on Junior Kindergarten to Grade 3. The Ontario Ministry of Education home page is found at http://www.edu.gov.on.ca/.

Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (May, 2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School & Clinic, 39(5), 269-275. Report on the implementation of a research-based practice using self-instruction in an inclusive classroom with students with learning disabilities and students for whom English was a second language.

Wright, C. C. Learning disabilities in mathematics. Learning Disabilities Association of Ontario. Describes mathematical learning disabilities, and assessment and intervention approaches and strategies. The Learning Disabilities Association of Ontario home page is found at http://www.ldao.ca/.

Unit 15

Participation in General Education Classrooms for Students with Learning Disabilities

Center for Universal Design. (1997). Principles of universal design. Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs

Deschler, D. D., Lenz, B. K., Bulgren, J., Schumaker, J. B., Davis, B., Grossen, B., & Marquis, J. (2004). Adolescents with disabilities in high school setting: Student characteristics and setting dynamics. Learning Disabilities: A Contemporary Journal, 2(2), 30-48. Discusses the characteristics of adolescents who have learning disabilities relative to their interactions in high school settings.