Learning Disorders

Code:

P830

Acronym:

DA

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2020/2021 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	19	Official Curricular Structure	4	-	6	54	162
MTP	4	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

1. To get to know explanatory theoretical models of the learning process of reading, writing and mathematics.


2. To define and characterize learning disabilities (LD).


3. To identify critical dimensions of the teaching process in the promotion of learning and in the prevention of LD.


4. To develop skills to plan and implement intervention strategies in LD.


5. To be able to collaborate with education professionals and other stakeholders in the organization of integrated intervention plans.

Learning outcomes and competences

The objectives were defined above as learning outcomes.

Working method

Presencial

Program

1. Concepts and relevant models in the field of LD. The Response to Intervention (RtI) model and the LD: Promotion, prevention and remediation. The example of RtI in the area of reading, writing and mathematics.


2. Expanatory models of the learning process in the area of reading, writing and mathematics. Development of language and emergent literacy skills. Development of mathematical skills in preschool age.


3. Assessment and intervention in reading, writing and mathematic learning difficulties at the beginning of schooling.




1. Assessment and intervention in reading difficulties.


2. Assessment and intervention in writing difficulties.


3. Assessment and intervention in mathematic difficulties.

Mandatory literature

Clements, M. K., Bishop, A., Keitel-Kreidt, C., Kilpatrick, J., & Leung, F. K. S. (Eds.); Third international handbook of mathematics education, Springer, 2013
Leal, T., Gamelas, A. M., Peixoto, C., & Cadima, J. ; Linguagem e literacia emergente: Propostas de intervenção em jardim de infância. , Almedina., 2014
Sanchez, J. N. G. ; Prevención en dificultades del desarrollo y del aprendizaje., Piramide, 2014
Sugai, G., La Salle, T., Everett, S, & Feinberg, A. ; Multi-tiered systems of support: The what, why, and how for school counselors., Routledge, 2019

Complementary Bibliography

Santos Maria Thereza Mazarro dos 570; Distúrbios de leitura e escrita. ISBN: 85-204-1354-4
Snowling Margaret 205; Dislexia, fala e linguagem. ISBN: 85-363-0400-6
Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., et al.; Enhancing school-based preventio and youth develoment through coordinated social, emotional, and academic learning., 2003
Ginsburg, H. ; Children´s Arithmetic, pro-ed, 1989. ISBN: 0890791813
Snowling Margaret J. 340; The^science of reading. ISBN: 1-4051-1488-6
Sucena Ana; Aprender a ler e avaliar a leitura. ISBN: 978-972-40-3919-0
Swanson, H. L., Harris, K. R., & Graham, K.; Handbook of learning disabilities, The Guilford Press, 2013
S. Jimerson, M. Burns, A. VanDerHeyden; Handbook of Response to Intervention. , Springer, 2005. ISBN: 0-387-49052-3

Comments from the literature

Additional references are indicated during the course.

Teaching methods and learning activities

Participation in expository sessions prepared by the teacher and consultation of literature on the CU subjects. In practical classes students will study assessment instruments in the area of reading, writing and mathematics, in small groups. According to the the RtI model, students will conduct a universal screening in the area of reading, writing and mathematics in a school context, with the supervision of the teacher; they will analyse the assessment protocols and develop intervention plans. A case study of a student with a specific learning disorder will also be presented for analysis.

keywords

Social sciences > Psychological sciences > Psychology > Educational psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	10,00
Exame	40,00
Participação presencial	0,00
Trabalho de campo	25,00
Trabalho escrito	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	8,00
Estudo autónomo	60,00
Frequência das aulas	54,00
Trabalho de campo	20,00
Trabalho escrito	20,00
Total:	162,00

Eligibility for exams

Students must attend at least 75% of the classes. They have to present the following assignments: Oral presentation on a assessment procedure/instrument in the reading, writing or mathematics domain (10%); a group report on the implementation of the Response to Intervention Model (RTI) (25%); and an individual report about a case study of a student with a specific learning disorder (25%).

Calculation formula of final grade

The final classification is obtained by the sum of the classifications on the three practical assignments(60% weight) and the examination classification (40% weight).

Special assessment (TE, DA, ...)

Students in special conditions should contact the responsible for the unit at the beginning of the semester.

Classification improvement

Students can improve their grades once, in one of the two examination periods that follow that one in which they were approved.
Improvement on the pactical assignments is not considered.

Observations

Considering the operational recommendations for maintaining teaching and non-teaching activities in person, but in the impossibility of guaranteeing the presence of all the teaching activities of the 1st semester of 2020/2021 in the current pandemic context due to the lack of physical facilities able to accommodate the number of students in this cycle, the TP component of this UC will take place entirely at distance, with synchronous moments, using telematic means.