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LSI 444

CHARACTERISTICS AND DIAGNOSIS OF CHILDREN WITH READING AND LEARNING DISABILITIES

Instructor: Dr. Carol Wren
Office: SAC 361
Phone: 773-325-4340 Home: 847-866-7954
E-Mail: cwren@depaul.edu
Office Hours: Mondays, Wednesdays, 3:30 - 5:00, after class, other times by appt

Required Text: Levine, Developmental Variation and Learning Disorders, 2nd ed.
Recommended: Lerner, Learning Disabilities, latest ed.

Overview: This course is designed to give the student an understanding of the characteristics of children with reading and learning disabilities, and of the process of diagnostic evaluation, test interpretation and report writing using a computer-generated report form. It is also designed to give some practical experience with selected tests used in diagnosis. Emphasis will be given to the definition of learning disabilities as a means of structuring a diagnostic battery, as well as to the use of case study material to help the student learn to analyze and interpret and write diagnostic results.

Methods of Instruction: mini-lectures with Q&A, case studies, small group discussions and activities, modeling and demonstration, hands on experiences with materials, .

PROGRAM OBJECTIVES:

Functions as a Liberally Educated Learner

• establish mastery of a body of knowledge and skills in depth and breadth
• develop multiple literacies including computer literacy, information literacy, mathematical, linguistic, visual and scientific literacy

IntegratesTheory and Practice

• Students will define and identify characteristics of learning disabilities and understand the multidisciplinary nature of reading and learning disabilities and the implications for diagnosis.
• Students will understand various theories and approaches to and concepts of learning disabilities. They will understand the importance of general intellectual capacity, achievement, processing abilities and social/emotional and educational factors in diagnosis and remediation.
• Students will be familiar with the theoretical framework presented in the program, including process task analysis and skills task analysis.
• Students will identify individuals needing screening and diagnosis.
• Students will be able to choose, administer, score, and interpret evaluation instruments.
• Students will be able to assess reading and other learning disabilities using case histories, observations, formal and informal measures.
• Students will apply the framework in the interpretation of assessment data, derive an accurate learning profile, and develop appropriate educational objectives to foster an integrated approach to learning.
  
  

Considers Multiple Perspectives

• Students will understand the complex network of social and cultural context in which educational settings are embedded, and will consider the social and cultural context in which they practice.
• Students will understand human development and the teaching-learning process in both typical and exceptional children.
  
  

Exhibits Vincentian Personalism

• Students will be able to interpret learners' needs to other teachers and parents within the parameters of confidentiality.
• Students will recognize the explicit and implicit ramifications of special education decision making with regard to diagnosis and placement and its effects on children, parents, teachers, regular education, community, etc.
• Students will be familiar with interdisciplinary concepts in related disciplines (e.g., psychology, medicine) and related professional fields (e.g., education administration, counselors, social workers).
• Students will understand the legal rights of children and parents and the responsibilities and relationships of special education to regular education, community agencies, families, LD organizations, etc.
• Students will be familiar with communication and problem solving strategies appropriate for collaborating with other professionals in such roles as consultant, member of teacher assistance team, or team teacher.
• Students will be familiar with issues relating to developing and administering programs for learning disabled children.
• Students will recognize the explicit and implicit ramifications of special education decision making with regard to diagnosis and placement and its effects on children, parents, teachers, regular education, community, etc.

SPECIFIC COURSE OBJECTIVES:

1. To be able to identify characteristics of learning disabled individuals

2. To be familiar with the rationale and composition of a diagnostic test battery.

3. To be able to administer and score the Woodcock-Johnson Psychoeducational Battery (Part I), the LAC, and DTLA and probe for additional diagnostic information.

4. To be able to analyze and interpret data from a test battery.

5. To be able to write a simulated case report using the computer.

COURSE REQUIREMENTS:

1. TEST ADMINISTRATION
Woodcock Johnson Psychoeducational Battery Part I (2 complete administrations)
Lindamood Auditory Conceptualization Test (2 administrations)
Detroit Test of Learning Aptitude (selected subtests - 2 administrations)

Protocols must be scored with 100% accuracy, and must be resubmitted until they are correct. A good knowledge of basals and ceilings as well as use of norms tables is required. Review this material from 443.

2. READINGS

Readings: Chapters assigned in Developmental Variations and Learning Disorders are listed on the weekly schedule.

Learning disabilities by Janet Lerner is recommended as a supplementary text. This book is a broad overview of the entire field of learning disabilities and contains much useful information, especially for students with little or no teaching background or experience in the schools. It has also been recommended by former students as a good study guide for the state LD exam. The relevant chapters in the Lerner book for this quarter are 7,8,9. You should at least look at the book and decide if you need to read them. (Last quarter you should have read 1,2,3,6.) Chapter 3 has a good review of all the legal/procedural requirements of testing. The other chapters all have good stuff in them. For example, Chapters 6 and 8 have a discussion of Piagetian theory and its application to LD, which apparently is on the State exam.

3. CLASS PRESENTATION - STUDY QUESTIONS FROM THE READINGS

Each student will be assigned 2 study questions. For each questions, you will prepare and duplicate a 1 page handout summarizing the answer to the question and give a brief presentation in class and answer questions from the class. Your oral reports will not be "graded." Assessment will be based on the handouts.

4. REPORT WRITING

A diagnostic report, written on the computer, using simulated data (Mike) is continued from 443. This will be due in 7 weekly installments. Feedback will be provided, and each section MAY be revised once. The entire set of assignments, based on the report form on your computer disk, should be compiled into a single document, printed out, along with the final exam.

5. FINAL PROJECT

Final project. A diagnostic evaluation based on some case study material.

GRADES

Grades will be based on 150 points. Test protocols 34 points, diagnostic report 56 points, presentation of study questions 10 points, final project 50 points.

1. Test adminstration -- Test protocols will be graded on accuracy of scoring. One point will be take off each time the test is resubmitted.
WJPEB - 7 pts
LAC - 5 pts
DTLA - 5 pts
Total = 34 pts

2. Presentation of Study Questions - 5 points each. Total =10

3. Diagnostic Reports -- There will be 7 sections due this quarter, 8 points each. Total = 56

4. Final Project -- Case analysis will be graded on the basis of accuracy, thoroughness, organization, and integration of ideas. 50 points.

Letter grades will be based on the percent of total possible points accumulated. In accordance with the DePaul grading policy letter grades will be assigned as follows:

% of total possible points:

 96-100% = A
 88-91% = B+
 76-79% = C+
 64-64% = D+
 < 59% = F
 92-95%  = A- 
 84-87% = B
 72-75% = C 
  60-63% = D
 
 
 80-83% = B-
 68-71% = C-
 
 
                  
                
                       

Week	Topic	Test	Readings Due	Test Due	Mike Report Due
1	Introduction	WJ-R	-	-	-
2	Attention	WJ-R	Ch 1, 2	-	Expressive Language
3	Perception	WJ-R	Ch 4	(WJ-R if possible)	Other Processing
4	Memory	LAC	Ch 3	WJ-R	Reading - Decoding
5	Language	LAC	Ch 5	LAC	Reading - Comprehension
6	Higher Order Cognition Motor Output	DTLA	Ch 6, 7	WJ-R	Written Language
7	Social Skills	DTLA	Ch 8	LAC	Math
8	Reading Skills	-	Ch 9	DTLA	Summary
9	Spelling/Writing Skills	-	Ch 10		-
10	Math Skills	-	Ch 11		-

In order to provide additional exposure to the THEORETICAL ASPECTS OF THE KNOWLEDGE BASE that supports this program, you are encouraged to read selections relevant to the diagnostic assessment of LD. Readings are all on 1-week reserve in the library.

BOOKS

Carlisle, J & Johnson, D. Assessment of School-Age Children. In L. Silver (Ed). The Assessment of Learning Disabilities.

Chalfant, J. Diagnostic Criteria for Entry and Exit from Service. In L. Silver (Ed). The Assessment of Learning Disabilities

Johnson, D. Principles of Assessment and Diagnosis

Sacks, O. The Man Who Mistook his Wife for a Hat.

Smith, C. Learning Disabilities:Interaction of Learner, Task & Setting
Chapter 6. The Preschooler
Chapter 7. The Elementary Student
Chapter 8. The Secondary Student
Chapter 9. The Adult

Smithermann, C. Attention Deficit Disorder. (handout)

JOURNALS

Journal of Learning Disabilities

Learning Disability Quarterly

LD Research and Practice

Annals of Dyslexia (formerly Bulletin of the Orton Society)

Intervention in School and Clinic (formerly Academic Therapy)

WEBSITES

• National Organizations for Learning Disabilities
  • Learning Disabilities Association (LDA) This is the home page of the Learning Disabilities Association. It contains many other useful links.
  • Council for Exceptional Children (CEC) This is the home page of the Council for Exceptional Children. The Council has divisions for and links to information on a wide variety of disabilities.
  • Division for Learning Disabilities (DLD-CEC) This is the home page of the Division for LD of the Council for Exceptional Children. It contain useful information about LD.
  • National Center for Learning Disabilities (NCLD) Contains information about LD and ADHD, free and low cost publications, and links to a wide network of professional resources including national organizations. Topics include legal, advocacy, college, financial support, literacy, books on tape and many more.

• Useful LD Web Sites
  • LD Online A great website full of resources, teaching tips, info on LD and more.
  • Internet Resources for Special Educators A searchable website of special education resources. A real mine of information.
  • Instant Access Treasure Chest A veritable treasure chest of information and terrific links to such topics as assistive technology, ADD, auditory deficits, dyslexia, teaching students with LD, and learning styles.
  • Nonverbal Learning Disabilities This site is an index of useful information and links about nonverbal LD.
  • Attention Deficit Disorder.Everything you ever wanted to know about ADD/ADHD.