Methods for Teaching Students with Learning Disabilities
*Students are strongly encouraged to utilize e-mail through their MSU email account to ask questions, solicit feedback, or schedule an appointment with the instructor. Face-to-face meetings with the instructor are welcome, but please establish the appointment time in advance via e-mail or talk to me after class.
This course is designed to compliment the introduction course for Learning Disabilities. This course focuses on the practical application of instructional methods for students with or at-risk for high incidence disabilities. Students enrolled in this course will be expected to
(a) demonstrated knowledge of the theoretical framework underlying instructional practices that have been shown to be effective for students with mild disabilities,
(b) select and implement appropriate modification’s that support learner with special needs in content-area classes,
(c) develop appropriate instructional lessons based on assessment information and models of effective instruction, and
(d) correctly apply instructional techniques and identify curricular materials associated with positive outcomes for students with learning disabilities.
Mather, N. Goldstein, S. (2001). Learning Disabilities & Challenging Behaviors A Guide to Intervention & Classroom Management. Paul H. Brookes Publishing Co. ISBN 1-55766-500-1
Pierangelo, R., Giuliani, G. (2006). Learning Disabilities A Practical Approach to Foundations, Assessment, Diagnosis, and Teaching. Pearson Education, Inc. ISBN 0-205-45964-1
Reid, R., Lienemann, Ortiz, T. (2006). Strategy Instruction for Students with Learning Disabilities. Guilford Press. ISBN# 13-978-1-59385-282-5
Bender, W., Shores, C. (2007). Response to Intervention. Corwin Press. ISBN# 978-1-4129-5385-6
Pierangelo, R. (2004). The Special Educator’s Survival Guide. (2nd ed.) Jossey-Bass Publishing ISBN 0-7879-7096-4
Ramsey, R. (2006). Lead Follow or Get Out of the Way. Corwin Press ISBN 1-4129-1584-8
American Federation of Teachers. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers
Burger, N. R., (2004). A Special Kind of Brain. Jessica Kingsley Publishers
Carnine, D., Silbert, J., & Kameenui, E. J., (2004). Direct instruction in content area reading. Using Commercial Reading Materials. Corrective Readers. Research on Fluency, Word Recognition and Decoding Skills, and Comprehension. In Direct Instruction Reading (4th ed.). (pp.260-345).
Fuchs, L. S., & Fuchs, D. (2001). Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities Research and Practice, 16, (2), 85-95.
Lovecky, D. V., (2004). Different Minds. Jessica Kingsley Publishers
Lyon, G. R., Fletcher, J. M., Shaywity, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A., Olson, R., (2001). Rethinking Learning Disabilities. Progressive Policy Institute. Thomas B. Foundation.
Sugai, G., Lewis-Palmer, T., & Hagan, S. (1998). Using functional assessments to develop behavior support plans. Preventing School Failure, 43 (1), 6-13.
1. Regular attendance is required for all class meetings. Students are responsible for information covered in assigned readings, handouts, discussions, and activities. Attendance is emphasized to ensure that students receive opportunities to (a) improve their knowledge through discussions of critical topics and issues, (b) practice skills needed to engage in professional dialogue/exchange with colleagues, (c) present information to others, (d) acquire information from lectures and presentations, (e) participation in course-related activities, and (f) submit required assignments....