| CODE | IAL1008 | ||||||
| TITLE | Introducing Literacy and Mathematics for Students with Learning Disabilities / Difficulties | ||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||
| DESCRIPTION | This study-unit intends to introduce students to basic literacy and numeracy as well as to the field of Learning Difficulties. Learning Disorders is a relatively new field (less than forty years) and people with Learning Disorders are the largest population within the field of Disabilities, having been and still are being often mislabelled and misunderstood. Thanks to the UDL framework the LSEs will be able to provide multiple, varied, and flexible options for representation, expression, eliminating or reducing barriers to academic success Study-unit Aims: The aims of this study-unit are: - to introduce students to the study of learning disabilities/difficulties; - to help students understand the meaning of learning disabilities/difficulties; - to explore ways from a Universal design for Learning perspective for supporting and including learners with such difficulties. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Recall the definition of learning disability; - Describe characteristics of persons with dyslexia, dyscalculia - Understand how dyslexia and dyscalculia co-occur with other specific learnign difficulties such as dysgraphia, attention difficulties and dyspraxia - Identify research based teaching and learning strategies that can be used with persons with learning disabilities; - Apply the principles of universal design for learning in the design of support sessions. 2. Skills By the end of the study-unit the student will be able to: - Apply research based learning and teaching strategies (e.g. visual learning, visual organizers, multisensory approaches, reading debate, use of mindmaps and mnemonics) in the teaching of basic literacy and numeracy to learners with learning disabilities; - Construct modification for learners with learning disabilities; - Design curriculum options that present information and content in varied ways, differentiate the manner in which learners can express what they know, and engage students in meaningful, authentic learning , while building on positive self--concept. - facilitate a dyslexia friendly learning environment Main Text/s and any supplementary readings: Main Texts -Reid G (2005) Dyslexia – A practitioner’s handbook 3rd edition.UK: John Wiley & Sons - Bender W. N. (2011). Learning disabilities: characteristics, identification and teaching strategies. USA: Magination Press. - Harwell J. (2008). The complete learning disabilities handbook: ready-to-use strategies & activities for teaching students with learning disabilities. USA: Jossey-Bass. Supplementary text - Dunson W. E. (2013). School success for kids with dyslexia & other reading difficulties. USA: Prufrock Press. - Hallowell, E. M., Mooney, J., Cole, D. (2000) Learning Outside The Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution. - Pollack, J. &Wallwe, E. (2005). Day-to-day dyslexia in the classroom. UK: Routledge. - MacKay Neil (2012) Removing Dyslexia as a Barrier to Achievement 3rd Edition . UK SEN Marketing. |
||||||
| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | Maria Stephanie Bugeja Christine Xuereb Esmeralda Zerafa (Co-ord.) |
||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
|||||||