PSYC 689: Learning Disabilities: Issues and Interventions (Rev. 1) Report a Broken Link
Required Online Reading
Supplementary Materials
(Note: Not every week requires online reading. Please check your Course Guide.)
Note regarding Items without links: Use this form to request a print copy of article, book chapter, etc. from the AU Library.
Unit 1
| Required Readings |
| Supplementary Readings |
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Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A., & Olson, R. (2001).
Rethinking learning disabilities. In C. E. Finn, Jr., A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259–287). Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute. |
Unit 2
| Supplementary Readings |
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Alberta Education. (1996).
Teaching students with learning disabilities. Book 6 in Programming for students with special needs (pp. LD. 1–46). Edmonton, AB: Learning Resources Centre. |
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McLaughlin, M. J., & Henderson, K. (2000).
Defining U.S. special education into the twenty-first century. In M. A. Winzer & K. Mazurek (Eds.), Special education in the 21st century: Issues of inclusion and reform (pp. 41–61). Washington, DC: Gallaudet University Press. |
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Winzer, M. A. (2000).
The inclusion movement: Review and reflections on reform in special education. In M. A. Winzer & K. Mazurek (Eds.), Special education in the 21st century: Issues of inclusion and reform (pp. 5–26). Washington, DC: Gallaudet University Press. |
Unit 3
| Supplementary Readings |
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Bender, W. N. (2001).
Learning disabilities: Characteristics, identification, and teaching strategies (4th ed., pp. 2–41). Toronto: Allyn and Bacon. |
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Poplin, M. S., & Stone, S. (1992).
Paradigm shifts in instructional strategies: From reductionism to holistic/constructivism. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (pp. 153–179). Toronto: Allyn and Bacon. |
Unit 4
| Required Readings |
| Supplementary Readings |
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Day, G. (2001).
Finally saying what I mean. In P. Rodis, A. Garrod, & M. L. Boscardin (Eds.), Learning disabilities and life stories (pp. 97–109). Toronto: Allyn and Bacon. |
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Green, J. (2001).
ADHD: Window, weapon, or support. In P. Rodis, A. Garrod, & M. L. Boscardin (Eds.), Learning disabilities and life stories (pp. 62–72). Toronto: Allyn and Bacon. |
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O’Connor, G. (2001).
Bad. In P. Rodis, A. Garrod, & M. L. Boscardin (Eds.), Learning disabilities and life stories (pp. 73–81). Toronto: Allyn and Bacon. |
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Schlozman, S. C., & Schlozman, V. R. (2000).
Chaos in the classroom: Looking at ADHD. Educational Leadership, 58(3), 28–33. |
Unit 5
| Required Readings |
| Supplementary Readings |
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Richard Lavoie.
How difficult can this be? The F.A.T. City Workshop [videotape] / presented by Richard Lavoie. -- Available from AU Library. See also Psyc 389 course materials. |
Unit 6
| Required Readings |
| Supplementary Readings |
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Rodis, P., Garrod, A., & Boscardin, M. L. (Eds.). (2001). Learning disabilities and life stories. Toronto: Allyn and Bacon.
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Unit 7
| Required Readings |
| Supplementary Readings |
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Alberta Education. (1995).
Individualized program plans. Book 3 in Programming for students with special needs. Edmonton, AB: Alberta Education. Copy available from AU Library SML file for Psyc 689. |
Unit 8
| Supplementary Readings |
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Boostrom, R. (1994).
Learning to pay attention. Qualitative Studies in Education, 7(1), 51-64. |
Unit 9
| Supplementary Readings |
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Alberta Learning. (1995).
Individualized program plans. Book 3 of Programming for students with special needs. Edmonton: AB: Learning Resources Centre. Copy available from AU Library SML file for Psyc 689. |
Unit 10
| Supplementary Readings |
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Bender, W. N. (2001).
Learning characteristics in reading and language arts. In Learning disabilities: Characteristics, identification, and teaching strategies (4th ed., pp. 166–197). Toronto: Allyn and Bacon. |
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Mercer, C. D., & Mercer, A. R. (1998).
Teaching students with learning problems (5th ed., pp. 281–362). Upper Saddle River, NJ: Prentice-Hall, Inc. |
Unit 11
| Supplementary Readings |
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Mercer, C. D., & Mercer, A. R. (1998).
Teaching students with learning problems (5th ed., pp. 363-433). Upper Saddle River, NJ: Prentice-Hall, Inc. |
Unit 12
| Supplementary Readings |
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Bender, W. N. (2001).
Learning characteristics in math. In Learning disabilities: Characteristics, identification, and teaching strategies (4th ed., pp. 198-221). Toronto: Allyn and Bacon. |
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Mercer, C. D., & Mercer, A. R. (1998).
Teaching students with learning problems (5th ed., pp. 435-526). Upper Saddle River, NJ: Prentice-Hall, Inc. |
Unit 13
| Supplementary Readings |
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Mercer, C. D., & Mercer, A. R. (1998).
Teaching students with learning problems (5th ed., pp. 179-225). Upper Saddle River, NJ: Prentice-Hall, Inc. |
Unit 14
| Supplementary Readings |
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Mercer, C. D., & Mercer, A. R. (1998).
Teaching students with learning problems (5th ed., pp. 527-566). Upper Saddle River, NJ:: Prentice-Hall, Inc. |
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Walker, C., & Antaya-Moore, D. (1999).
Thinking tools for kids. Practical organizers. Edmonton, AB: Resource Development Services. |
Unit 15
| Required Readings |
| Supplementary Readings |
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D’Arcangelo, M. (1998).
The brains behind the brain. Educational Leadership, 56(3), 20-25. |
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Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
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Wolfe, P. (2001). Brain matters. Translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development.
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Unit 16
| Supplementary Readings |
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Reeves, D. (2001). 20-minute learning connection. A practical guide for parents who want to help their children succeed in school. Toronto: Simon & Schuster.
20-minute learning connection. A practical guide for parents who want to help their children succeed in school. Toronto: Simon & Schuster.
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Unit 17
| Supplementary Readings |
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Meyer, A., & Rose, D. (2000).
Universal design for individual differences. Educational Leadership, 58(3), 39–43. |