Prospectus

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Learning problems and impairments: research and practice

Course
2010-2011

NB Language spoken in course is Dutch unless English-speaking students participate

Admission requirements

N.a.

Description

This course provides an interdisciplinary view plus unique balance between theory, diagnosis and teaching strategies, including case studies. Students study recent research published in main journals (e.g., Journal of Educational Psychology, Reading Research Quarterly, Developmental Psychology, Journal of Learning Disabilities). Attendance of all classroom sessions is obligatory.

The selection of research papers includes traditional themes related to learning problems (dyslexia, dyscalculia) but adds coverage on at risk preschool children, language delayed children, teacher as collaborative consultant, meaning based approaches to reading, attention deficit disorders, using computers to enhance learning, social interaction and learning, and other high-interest current topics in the field.

Students are expected to reflect critically on scientific literature and on their own scientific behavior, to determine one’s position based on transparent scientific reasoning.

Course objectives

  • State of the art

  • Development of scientific reasoning

  • Presenting a small scale study

Achievement levels: 1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18 ### Timetable

Will follow later on.

Mode of instruction

Lectures.

Assessment method

  • Written exam with open and MC-questions (50%)

  • Written reviews (50%)

Blackboard

  • A detailed course description will be uploaded on Blackboard

  • Students use the discussion board to upload questions in preparation for each lecture

  • Under ‘assignments’ students can download a review form and information about the presentations and the case study assignment.

  • The discussion board facilitates the online tutorial (lecture 7) and subscription for certain assignments

  • All course announcements will be placed on Blackboard.

  • Students hand in their reviews and case study paper on Blackboard under ‘assignments’.

Reading list

  • Byrnes, J. P., & Wasik, B. A. (2009). Language and literacy development. What educators need to know. New York: Guilford.

  • Mazzocco, M. M. M., & Berch, D. B. (Eds.) (2007). Why Is Match So Hard for Some Children? The nature and Origins of Mathematical Learning Difficulties and Disabilities. London: Brooks. (Chapters: 2, 5, 6, 15, 16, 17)
    Small changes are possible, see Blackboard!

Registration

Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.

  • Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;

  • Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;

  • Registration for the exam is possible as of two months through one week before the exam at the latest;

  • Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.
    Students who don’t register cannot attend classes or take the (re)exam.

Contact information

Co-ordinator if this course is dr. T. M. de Jong. She will hold office hours (the hour following the lecture) and will be available by email or by appointment.